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| 多变量视角下山东省某高校大学生压力现状调查与分析 |
| Investigation and Analysis of College Students" Stress Status in a University in Shandong Province from a Multivariate Perspective |
| 投稿时间：2025-12-16 修订日期：2026-03-15 |
| DOI： |
| 中文关键词: 大学生;压力;性别;年级;专业;人格类型 |
| 英文关键词: College;students, Stress, Personality, Mental;health |
| 基金项目:2024年济宁医学院教学成果培育项目《“五位一体促五学”大学生心理健康教育课程体系构建研究(cgy202405)》；2025年济宁市社会科学规划研究项目《人工智能在心理治疗领域的应用研究(25JSGX186)》 |
| 作者 | 单位 | 邮编 | | 林子涵 | 济宁医学院公共卫生学院 | 272002 | | 张秋梅 | 济宁医学院公共卫生学院 | | | 高立* | 济宁医学院行为医学教育研究所 | 272002 |
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| 中文摘要: |
| 目的 系统剖析大学生群体的压力现状及其影响因素,为高校制定分层分类的心理健康教育提供科学依据。 方法 采用A型行为类型量表(Type A Behavior Pattern Scale,TABP)对山东省某高校大学生的行为类型进行检测,结合大学生压力量表(Stress Scale for College Student,SSCS)开展不同背景大学生压力感知差异的综合研究。 结果 3934名参与调查大学生中,475名(12.07%)处于高压力状态,3459名处于低压力状态(87.93%)。不同性别大学生在SSCS学习烦扰维度平均得分差异有统计学意义(P<0.05),不同年级大学生在SSCS的个人烦扰、学习烦扰、消极生活事件3个维度及SSCS总分平均得分差异均有统计学意义(P<0.05)。不同专业大学生SSCS的个人烦扰、学习烦扰、消极生活事件3个维度及SSCS总分平均得分且差异均有统计学意义(P<0.05)。不同生源地大学生在SSCS个人烦扰维度平均得分差异有统计学意义(P<0.05)；不同人格类型大学生在SSCS的个人烦扰、学习烦扰、消极生活事件3个维度及SSCS总分平均得分差异均有统计学意义(P<0.05)。 多因素分析显示,年级、专业、人格类型均是大学生压力的主要影响因素(P＜0.05),其中尤以人格类型对大学生压力的影响最大。 结论 不同背景大学生的压力状况普遍不同,且人格类型是造成大学生压力差异的主要影响因素。 |
| 英文摘要: |
| Objective To explore the current situation of stress among college students, analyze the influences of gender, grade, major, and personality type on stress, and provide a certain scientific basis for colleges and universities to carry out mental health work. Methods Type A Behavior Pattern Scale (TABP) was used to detect the behavior pattern of college students in a certain university in Shandong. And the Stress Scale for College Student (SSCS) was used to carry out a comprehensive study on the difference of stress perception among college students with different backgrounds. Results Among the 3934 college students who participated in the survey, 475 (12.07%) were under stress and 3459 (87.93%) were under low stress. There were significant differences in the mean scores of the dimensions of learning disturbances in SSCS among college students of different genders (P<0.05). There were significant differences in the mean scores of the three dimensions of SSCS, namely, personal disturbance, learning disturbance, and negative life events, the total score of SSCS among college students of different grades (P< 0.05). There were significant differences in the mean scores of the three dimensions ofSCS, namely, personal disturbance, learning disturbance, and negative life events, and the total score of SSCS among college students of different majors (P<0.05). There were significant differences in the mean scores of the dimension of personal disturbance in SSCS among college students of different origins (P<0.05) There were significant differences in the mean scores of the three dimensions of SSCS, namely, personal disturbance, learning disturbance, and negative life events, and the total score of SS among college students of different personality types (P<0.05). Multiple factor analysis showed that grade, major and personality type were the main influencing factors of stress in college students (P<0.05), which the personality type had the greatest influence on the stress of college students. Conclusion The stress status of college students with different backgrounds was generally different, and the personality type was main influencing factor of the stress difference of college students. |
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