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目的了解我校贫困学生存在的具体心理问题,为切实做好我校贫困学生的心理辅导工作提供依据。方法采用症状自评量表(SCL-90)测量63名贫困学生和170名非贫困学生,比较2组学生心理问题检出率和SCL-90测量的结果。统计方法采用独立样本的t检验、成组比较资料分析的χ2检验和比值比(OR)统计。结果贫困学生有中度或中度以上的心理问题的学生10名(15.87%),非贫困学生有中度或中度以上的心理问题的学生12名(7.06%),2组比较差异有显著性(χ2=4.176,P<0.05;OR=2.489,95%CI=1.035～5.984);贫困学生和非贫困学生SCL-90测量结果的总分、总均分、阳性项目数、人际敏感、精神病性、焦虑、抑郁、躯体化症状因子差异有显著性(t=2.101～3.666,P=0.000～0.039),其中以人际敏感差异最显著。结论贫困学生的心理问题发生率是非贫困学生的1.035～5.984倍,以人际关系敏感为主要问题。
Objective To understand the specific psychological problems of poor students in our school and provide the basis for the effective psychological counseling of poor students in our university. Methods 63 poor students and 170 non-poor students were measured by SCL-90. The detection rate of psychological problems and the results of SCL-90 were compared between the two groups. Statistical methods using independent samples of the t test, group comparison of data analysis χ2 test and odds ratio (OR) statistics. Results There were 10 students (15.87%) who had psychology problems with moderate or moderate degree or above, 12 students (7.06%) who had psychological problems with moderate or moderate degree among non-poor students, there was significant difference between the two groups (Χ2 = 4.176, P <0.05; OR = 2.489, 95% CI = 1.035-5.984). The total score, total score, number of positive items, interpersonal sensitivity and psychosis of SCL-90 in poor and non-poor students There were significant differences in sexual, anxiety, depression and somatization (t = 2.101 ~ 3.666, P = 0.000 ~ 0.039), of which interpersonal sensitivity was the most significant. Conclusion The incidence of psychological problems among impoverished students is 1.035 ~ 5.984 times that of non-poor students, and the interpersonal sensitivity is the main problem.