Study On Death Anxiety And Influencing Factors Of Middle School Students In Guizhou Province

Objective: To understand the current situation of death anxiety of middle school students in guizhou province,and analyze the influencing factors of death anxiety of middle school students based on structural equation model and canonical correlation,so as to provide reference for reducing the level of death anxiety of middle school students and formulating targeted intervention measures for psychological crisis.Methods: According to the economic development of guizhou province,a total of 5,092 middle school students were selected from guiyang city,qiandongnan prefecture and bijie city by multi-stage stratified cluster sampling.The questionnaire,the Chinese version of T-DAS and the self-rating scale of middle school students' depression were used for self-filling questionnaire survey.The questionnaire was double-input by Epidata3.1 software,the data were statistically analyzed by SPSS17.0 software,the adoption rate or composition ratio of qualitative data were described,and the mean and standard deviation of quantitative data presented normal distribution were described.Z test and F test were used for univariate analysis.Through exploratory factor analysis,the common factors were extracted as latent variables from four aspects of individuals,families,schools and society,and the structural equation model was constructed by using Amos21.0software,and the internal relationship between death anxiety and depression was discussed by combining canonical correlation analysis.Results: A total of 5,092 middle school students were investigated,including 1,779 from guiyang,1,605 from qiandongnan and 1,708 from bijie.There were 2,441 boys and 2,651 girls.Average age(16.45±1.99).There were 2,479 junior high school students and 2,613 senior high school students.The total average score of death anxiety among middle school students in guizhou province is(7.28±3.02).58.99% of middle school students have a death anxiety score greater than or equal to 7,and 72.03% are afraid of death.65.91%of middle school students were afraid of getting cancer.50.90% of middle school students often suffer because time flies.43.83% of middle school students have fear of the future.The results of univariate analysis showed that among individual factors,there were statistically significant differences in death anxiety scores among middleschool students with different gender,ethnicity,place of origin,whether they live in school,whether they are the only child,whether they are lonely,whether they suffer from insomnia,whether they participate in physical exercise,and whether they play online games in the past year(P<0.05).In terms of family factors,there were statistically significant differences in scores of death anxiety among middle school students with different levels of father's education,mother's education,father's employment status,mother's employment status and degree of intimacy with parents(P<0.05).Among school factors,there were statistically significant differences in death anxiety scores among middle school students with different grades,learning attitudes,learning pressures,schoolmates' relationship,school life attitudes,whether the school carries out life or not,and school's support for life education(P<0.05).In social factors,whether it is malicious to make fun of,whether it is for property,whether be deliberately excluded outside the collective activity,whether by threats,intimidation,and by playing,playing,pushing,crowded or confined in the room and whether because of their physical defect issues such as death anxiety by making fun of the middle school students score difference was statistically significant(P<0.05).Exploratory factor analysis extracted four common factors in terms of individual factors,namely,education years,psychological pressure,lifestyle and health threatening experience.In terms of family factors,four common factors were extracted,which were family atmosphere,parents' education level,parents' employment status and family upbringing style.In terms of school factors,two common factors were extracted,namely learning status and school life education.In terms of social factors,two common factors were extracted,namely social hazing and life and death experience.According to the structural equation model,social hazing has the greatest influence on death anxiety,and it has a direct positive effect on death anxiety,with a total effect of 0.106.Secondly,parental education level can have a direct and negative effect on death anxiety,and can also have a negative and indirect effect on death anxiety through learning,with a total effect of 0.102.Lifestyle has a direct negative effect on death anxiety,with an effect of 0.091.Depression had a direct positive effect on death anxiety,with an effect of 0.071.School life education and family atmosphere also have direct and negative effects on death anxiety,with effects of 0.058 and 0.040 respectively.Psychological pressure,learning situation and life and death experience have indirect negative effects on death anxiety through depression,with effects of0.012,0.007 and 0.005,respectively.The results of canonical correlation analysis showed that the correlation between death anxiety and depression in middle schoolstudents was mainly related to three groups of canonical variables.The second and third groups of canonical variables mainly reflect the positive correlation between stress and pain and general depression,depression related to interpersonal relationship and depression related to study.Conclusion: The overall level of death anxiety of middle school students in guizhou province is relatively high,and the influencing factors are mainly social hazing,parents' cultural level,life behavior style and depressive mood,and death anxiety and depressive mood are closely related in all dimensions.To alleviate the death anxiety of middle school students,it is necessary for families,schools and the society to participate,strengthen social protection of middle school students,pay attention to mental health education and life education,and comprehensively promote the healthy growth of middle school students.