Class environment on mental health of junior high school students
Authors: Li-Xin Yuan, ZHANG Ji-Jia, Lin Dan Wan
【Abstract】 Objective To analyze the junior high school classes in the subjective perception of the relationship
between environment and mental health, in order to explore the factors affecting mental health of junior high school students to provide reference. Methods "My Class" questionnaire and the SCL-90 for 750 junior secondary students be measured. The
results of teacher-student relationship, the relationship with the SCL-90 students to a number of factors were significantly negatively correlated with the SCL-90 to study the burden of
the various factors (in addition to the terrorist factor) there was a significant positive correlation outside, order and discipline, competition and the SCL-90 in all There was no
significant correlation factor. Teacher-student relationships
and student relationship to a variety of psychological symptoms have a significant negative predictive effect,
learning burden on a variety of psychological symptoms have a significant positive predictive effect. Conclusion class environment and junior high students in mental health is closely related to the various factors on the SCL-90 has a
significant impact.
Key words mental health; adaptation, psychological; social environment; students
In the past 20 a, the Chinese scholars on the factors that affect the mental health of students have done a larger study [1]. Overseas studies have shown that many students
perceive the classroom environment, their cognitive and social development has an important role, which in older children is
far more dramatic [2]. In recent years, many Chinese scholars have begun to concern about the role of the class environment,
and the class environment and students adapt to the level of [3], school attitudes and academic behavior [4], social behavior and school adjustment [5] the relationship is discussed. In this study, targeted at junior high school
students to study class environment on mental health, mental health of junior high school students to explore the environmental impact factors of the external reference.
An object and methods
1.1 Object selection, Guangdong Province, Meizhou,
Shanwei City, six third-year senior secondary school two days and a total of 29 classes, each class were randomly selected 20 to 30 students, each class by the number of people taking about 50% of the total number of classes, collected a total of 750 students, of whom 360 boys, 390 girls; the beginning of sophomore 356, 394 junior high students. In this study the timing of implementation beginning in the first semester, because freshmen who started classes yet to form a more stable environment, so as to the second year and third-year students
were tested.
1.2 measurement tools "My Class" questionnaire from the river glorious [6] the preparation, there are 38 items, divided into teacher-student relationship, order, discipline, competition, study load, students between five dimensions. In this study, five dimensions of the α coefficient of 0.69
between ~ 0.89. Symptom Checklist (SCL-90) [7] has 90 items,
measuring somatization, obsessive-compulsive symptoms,
interpersonal sensitivity, depression, anxiety, hostility,
terror, paranoia, psychotic total of nine factors. The higher the score, indicating that the more obvious symptoms. The scale is widely used in China and abroad, there are more satisfactory reliability and validity.
2 Results and analysis
2.1 class environment and mental health-related analysis
of Table 1 shows that teacher-student relationship with the
SCL-90 in eight factors (in addition to obsessive-compulsive
symptoms outside) there is a significant negative correlation learning burden and SCL-90 in eight factors (in addition to
the terrorist outside the ) there is a significant positive correlation between students with the SCL-90 in the
interpersonal relationships, depression, anxiety, paranoia and psychotic five factors were significantly negatively related to the order of discipline, competition and the various factors SCL-90 had no significant correlation.
Table 1 junior high school students SCL-90 classes in the
environment of various factors and the correlation between the
dimensions (r value) (omitted)
Note: * P <0.05, ** P <0.01.
2.2 The class environment on mental health regression analysis of each factor analysis of different gender, different grades of students in the "My Class" questionnaire
and the SCL-90 scores of various factors, some classes environmental dimension and SCL-90 factor scores there are
significant gender and grade difference. Therefore, the use of multi-regression analysis methods to SCL-90 in nine factors
were the dependent variable, to Class Environment Scale of five dimensions to predict variables, gender and grade into the equation first to control, and then the class Environment Scale 5 dimensions into the equation to study the control of the role of gender and grade class environment on mental
health, in Table 2. From Table 2 we can see that in the control of the role of gender and grade, the five dimensions of the environment into the class after the F value reached the significant level, indicating the class environment on the
SCL-90 of the 9 factors are still significant predictors. Class environment, the teacher-student relationship
somatization, interpersonal sensitivity, depression, terror, paranoia, psychotic six factors significantly predicted the negative effect of class learning environment, the burden on the SCL-90 in eight factors (in addition to terror outside) has a significant positive predictive effect on the relationship between students in the class environment, interpersonal sensitivity factor for a significant negative
effect to the forecast, order, discipline, competition, the impact of mental health of students is not significant. Reposted elsewhere in the paper for free download http://
Table 2 junior high school students SCL-90 of various
factors and five dimensions of class environment, the
regression analysis (omitted)
Note: * P <0.05, ** P <0.01.
3 Discussion
In this study, the class environment, students perceived that the environment is not an objective of the class environment. Although there are scholars of the class the whole class of students perceived the environment as an objective class of environmental indicators to examine the objective class environment for students to develop the impact [4-5], but only to examine the students in this study
perceived subjective class environment on mental health . In psychology, the history of Gestalt psychologist Koffka has created an environment of conduct which is divided into geographical environment and behavioral environment, the
former is the actual existence of the real environment, which is a person's mind or imagined in the environment. People's behavior mainly by the behavior of environmental determinism and regulation [8]. Humanistic psychologists also stressed that major decisions in their personal behavior perception and views of the world [9]. Therefore, the students perceived the class environment, perhaps more than the objective environment for students in the class have a more important significance. This study shows that the class environment for students of different dimensions of mental health differently. Class environment, teacher-student relationship, students
relationships with a number of SCL-90 factors were more
significant negative correlation, indicating a good teacher-
student relationship and students feel that the relationship between students and mental better health; learning burden and SCL-90 of 8 factor (other than a terrorist outside) have more significant positive correlation, indicating students felt the
burden of higher learning to experience more psychological problems; order, discipline and competition, two dimensions and mental health, there is no significant relationship. Regression analysis results also further evidence of teacher-
student relationship, students learn from the burden of relationships and mental health of students has an important impact. This result and the floor, Wei Qun et al [10] on high school students study the same sources of stress, namely, social relationships and sexual development of pressure,
learning and academic pressure on high school students the
most important source of pressure is also associated with mental health the most closely related to stress. The results of the junior high school students the importance of mental
health education. First of all, efforts should be made to create a good school, class environment. Hong Kong Education Department put forward the "school-based counseling" to "for
schools to create a positive, mutual help, caring environment in which every student can be a harmonious atmosphere in which learning and growth." Mainland China, some scholars put forward the "class advice and guidance model" [11], to create a "growth environment" as the school's basic objective of psychological counseling. A good teacher-student relationships
and student relationship is an important development affecting
students "growth environment." Second, to reduce the academic burden on students and reduce the pressure on junior high school students perception. This study shows that students perceived the learning burden on mental health has a very significant negative impact. Overseas studies have shown that perceived stress than objective pressures greater impact on mental health [12]. Schools should actively promote the students optimistic attitude towards life and improve the capacity of perceived social support and self-efficacy to
change the pressure of unrealistic perception, thereby enhancing the stress ability to promote student mental health. Reposted elsewhere in the paper for free download http://