| ObjectiveResearch of high school students psychological healthy development,in rural areas of sichuan province.to provide scientific basis for related intervention measures.MethodsTo adopt multi-stage cluster random sampling method, in YingShan extract two high school in rural areas of SiChuan province, each grade were randomly selected in each grade, such as a number of the whole class survey unit to student to carry on the questionnaire survey, using questionnaire of basic situation, the high school student mental health scale, the latest edition of the mental resilience scale high-school version (HKRA) youth development and resilience model (RYMD) of the questionnaire survey to all students in the selected class of non-left-behind students will each class as a control, including1000people Epidata3.0is adopted to establish the database, double entry for the recycling effective questionnaire; Using SPSS19.0software for statistical analysis, the main analysis methods including questionnaire statistical description, scale, reliability analysis, variance analysis, two independent sample t-test, Pearson correlation analysis, chi-square test, etc.ResultsComparison between different type time remaining high school students, to stay high school students in the school factors, personal factors and peer factors and family factors of four mental flexibility index scores were lower than that of non left-behind students and the difference was statistically significant (P <0.05); In the in the mind unbalance, learning pressure two factors affecting mental health scores are higher than the left high school students, the difference was statistically significant (P<0.05). Comparison between different left-behind types of high school students, various types of left-behind type high school students in the school, its own factors and peer factors three psychological elasticity index scores were lower than that of non left-behind students and their parents were out and only the father of left-behind type high school students in the school factor, social factor, personal factors, peer and family factors had lower scores than the left high school students, and the difference was statistically significant (P<0.05); In force, paranoid symptoms, the in the mind unbalance and learning pressure of four factors affecting mental health score higher than that of non left-behind high school students, the difference was statistically significant (P<0.05). Comparison between different gender, girls in school psychological scored lower on elastic left-behind men and not stay high school students, the difference was statistically significant (P<0.05).Comparison between different type time remaining high school students, the remaining high school students in school factors (42.33±8.17),(53.55±8.79) and peer factors (18.50±3.48),(26.39±6.42) on the family factors four resilience score were higher than other different time remaining high school students, the difference was statistically significant (P<0.05); Non left-behind high school students in the in the mind unbalance (1.95±0.77), the study pressure (2.42±0.86) two factors affecting mental health scores are lower than any other different left-behind model high school students, the difference was statistically significant (P<0.05). China-africa left-behind is compared between different left-behind type high school high school students in the school factors (42.33±8.17),(53.55±8.79) and peer factors (18.50±3.48)3resilience score were higher than other left-behind model high school students, their parents are left out and only father stay out of high school students in the school factor (33.43±7.43vs.39.70±8.12), social factors (23.54±5.43vs.21.71±5.88) and its factors (47.42±9.74vs.44.73±10.13) and peer factors (15.53±3.72vs.18.32±5.03) and family factors (24.35±6.62vs23.50±6.79) had lower scores than the left-behind high school students, and the difference was statistically significant (P<0.05); Non left-behind students in forced symptoms (1.97±0.90), paranoid (1.98±0.69), the in the mind unbalance (1.95±0.77), the study pressure (2.42±0.86) four factors affecting mental health score lower than other left-behind model high school students, the difference was statistically significant (P<0.05). Comparison between different gender in the girls in school psychological elasticity (34.84±6.62) and non left-behind students scored lower on left-behind boys, the difference was statistically significant (P<0.05).ConclusionsThe region left-behind students impact resilience score is a result of the combined action of multiple factors. School concerned and its adjustment, family intimacy, forcing symptoms, paranoia, anxiety, learning pressure in the region plays a main role in the development of high school students psychological elastic. Against its impact factor we should take effective intervention measures to promote the healthy growth of left-behind students. |
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