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目的探索重庆某库区县中学生生活满意度与应激性生活事件的关系,为提高中学生的生活满意度提供参考。方法采用多阶段整群随机抽样的方法,应用《多维学生生活满意度量表——中文版》(MSLSS-Chinese Version)和《中学生生活事件多维评定问卷》(MLERQ)对重庆某库区县3所乡镇中学共2 247名中学生进行调查。结果女生生活满意度的家庭维度得分(4.77±0.91)高于男生(4.66±0.99)(t=-2.765,P<0.05);高一学生的居住环境维度得分(4.05±0.58)高于初一学生(3.95±0.76)(t=-3.534,P<0.05);独生子女的朋友维度、居住环境维度得分(4.25±0.82,3.90±0.86)低于非独生子女(4.36±0.59,4.02±0.65)(t值分别为-2.071,-2.183,P值均<0.05);住校生的自我维度得分(4.39±0.78)低于非住校生(4.50±0.93),而居住环境维度得分(4.04±0.64)高于非住校生(3.91±0.75)(t值分别为-2.693,3.948,P值均<0.05)。男生生活应激事件的恋爱与性维度得分(0.67±0.67)高于女生(0.50±0.60)(t=6.133,P<0.05),其余各维度得分均低于女生(P值均<0.05);初一年级学生各维度得分均低于高一年级,除家庭维度外,其余各维度得分均有统计学意义(P值均<0.05);独生子女的同伴维度得分(0.99±0.82)低于非独生子女(1.15±0.81)(t=-2.914,P<0.05);住校生各维度得分均高于非住校生(P值均<0.05)。父母文化程度在生活满意度、生活应激事件部分维度上得分差异均有统计学意义(P值均<0.05)。生活满意度的家庭、朋友、自我维度与应激性生活事件各维度均呈负相关(r值分别为-0.099~-0.301,P值均<0.01)。家庭应激对中学生的生活满意度有负向影响作用(B=-0.145,t=-5.739,P<0.01)。结论减少家庭应激性生活事件的发生,提升学生应对应激事件的能力,可以提高中学生的生活满意度。
Objective To explore the relationship between life satisfaction and stressful life events among secondary school students in a county of Chongqing and to provide reference for improving the life satisfaction of middle school students. Methods A multistage cluster random sampling method was used to study the effects of MSLSS-Chinese Version and Multi-Scale Assessment Questionnaire for Middle School Students Life Events (MLERQ) A total of 2 247 middle school students from township secondary schools were investigated. Results The scores of family dimensions of life satisfaction of girls were higher than that of boys (4.77 ± 0.91) (t = -2.765, P <0.05). The score of living environment of high school students (4.05 ± 0.58) (3.95 ± 0.76) (t = -3.534, P <0.05). The only child friend’s dimension and living environment dimension score (4.25 ± 0.82,3.90 ± 0.86) were lower than those of non-only child (4.36 ± 0.59,4.02 ± 0.65) (t = -2.071, -2.183, P <0.05). The self-dimensional score of resident students was lower than that of non-resident students (4.39 ± 0.78), while that of living environment was (4.04 ± 0.64) Higher than non-resident students (3.91 ± 0.75) (t = -2.693 and 3.948, P <0.05 respectively). The score of love and sexual dimension of boys in life stress was higher than that of girls (0.67 ± 0.67) (0.50 ± 0.60) (t = 6.133, P <0.05), and the scores in other dimensions were lower than those in girls (P <0.05). The first grade students scored lower than the first grade in all dimensions except the family dimension, all other dimensions had statistical significance (P <0.05); the only child’s peer dimension score (0.99 ± 0.82) was lower than that of the only child Only child (1.15 ± 0.81) (t = -2.914, P <0.05). The scores of all dimensions of resident students were higher than those of non-resident students (P <0.05). The level of parents’ education in living satisfaction and life stress were statistically significant (P <0.05). Life satisfaction of family, friends, self-dimension and stress life events were negatively correlated with all dimensions (r = -0.099-0.301, P <0.01). Family stress had a negative effect on the life satisfaction of middle school students (B = -0.145, t = -5.739, P <0.01). Conclusions Reducing the occurrence of stressful life events in families and improving their ability to cope with stressful events can improve the life satisfaction of middle school students.