Dissertation
Dissertation > Philosophy, religion > Psychology > Developmental psychology ( human psychology ) > Adolescent psychology

Development of a Simple Screening Scale for Common Mental Problems in Middle School Students and Research of Reference Value, Influencial Factors

Author HuMing
Tutor SunZhenQiu
School Central South University
Course Epidemiology and Biostatistics,
Keywords middle school students mental problems questionnaire reliability validity influential factors
CLC B844.2
Type PhD thesis
Year 2007
Downloads 1596
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Part One Development of a simple screening scale for commonmental problems in middle school students and formulation ofreference valueObjective: To develop a simple screening scale for common mentalproblems in middle school students and achieve the early discovery ofmental problems in middle school students so as to take the effectiveintervention measures for the purpose of their healthy growth.Methods:On the basis of the definitions of anxiety, depression,learning maladaptation and improper interpersonal communication, theqestionnaire was developped according to the theories about adolescentpsychology during middle school period as well as developmentalpsychology. Related literature had been extensively reviewed, relatedinstruments developped domestic and abroad already had been consulted,suggestions from experts had been considered before the initialquestionnaire formed.With the multistage stratified cluster samplingmethod, 5583 middle school students were recruited in the study. Fivemethods were used in item analyzing, such as t-test,correlationanalysis,factor analysis and so on. Items reserved formed the simplescreening questionaire for common mental problems in middle schoolstudents-Prior Test Version.The reliability and validity of the scale werealso tested, and reference value was formulated. Results: 43 items were retained.The questionnaire consisted of 4sub-scales which were anxiety, depression, learning maladaptation andimproper interpersonal communication ones. The test-retest correlationcoefficient ranged between 0.725 and 0.794. The Cronbach’scoefficient ranged between 0.735—0.811. Factor analysis conform tologic relation, and the cumulative variance ranged between 42.3%-57.3%.The scales correlations with self-rating anxiety scale, self-ratingdepression scale, symptom checklist 90 ranged between 0. 457—0.784.The questionnaire can be used to relatively accurately distinguish anxiety,depression, maladaptation to studies and improper interpersonalcommunication at different levels in middle school students, studentswith different gender, students from different district, students of differentgrade, students of different school type. Reference value of mild, mediumand severe degree of related mental problems of boy students wererespectively anxiety (23,28), depression (27,32), learning maladaptation(26.5,32), improper interpersonal communication (26.5,31.5). And girlstudents, anxiety (24.5,30), depression (28.5,34.5), learningmaladaptation (26,31.5), improper interpersonal communication(25.5,30.5).Conclusions: The questionnaire is reliable, valid and sensitive. Part Two Analysis on the influential factors of common mentalproblems in middle school studentsObective:To discuss the influential factors of common mentalproblems in middle school students.Methods: The multistage stratified cluster sampling method wasused to obtain the sample in Hunan Province, and the students of 96classes in 16 middle schools together with their parents were selected toparticipate in this investigation. Simple screening questionnaire forcommon mental problems in middle school students, family assessmentdevice (FAD), parenting locus of control scale (PLOC) andself-developped questionnaire for general state were used together tocollect the data, and logistic regression were employed.Results: Logistic regression indicate that to boy students, influentialfactors of anxiety were grade, mother’s educational level, parents’education style, and their OR are respectively 1.217、0.773、1.380.Influential factors of depression were whether to be student leader,parents’ educational style, their OR are respectively 1.465、1.373.Influential factors of learning maladaptation were grade, whether to bestudent leader, family fuction, their OR are respectively 1.222、1.761、1.326. What’s more, region, whether to be student leader, communityhealth education, parents’ educational style, family fuction affect the interpersonal communication, their OR are respectively0.875、2.145、0.750、1.312、1.427. To girl students, influential factors of anxiety wereparents’educational style, family fuction, and their OR arerespectively 1.312, 1.219. Influential factors of depression were mother’seducational level, family ruction, their OR are respectively0.854, 1.302.Influential factors of learning maladaptation were grade, region, whetherto be student leader, parents’educational style, family fuction, their ORare respectively0.862, 1.211, 1.746, 1.312, 1.317. What’s more, region,whether to be student leader, mother’s educational level,parents’educational style, family fuction affect the interpersonalcommunication, their OR are respectivelyl.750, 0.805, 1.915, 1.481.Conclusion: The four kinds of common mental problems in middleschool students are influenced by grade, region, whether to be studentlead, whether to be activities of health education in communities,mothers’educational levels, parents’education style, family ruction.

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