Relationship of cultural alienation and mental health on minority students in Han middle schools

Abstract

Objective To explore mental health among minority students in Han middle schools and to analyze the difference of mental health between junior and senior high school students, with the aim of providing a reference for the relationship between cultural alienation and mental health of minority students in Han middle schools.

Methods Participants were 1 679 minority students in two Han middle schools recruited from Datong county in Qinghai province, participants completed cultural alienation and mental health inventroy of middle school students.

Results Prevalence of mental health problems illustrated a ‘V’ -shape curve for both junior and senior high school minority students in Han middle schools. Junior school students scored lower than senior high school students on obsessive, learning anxiety, learning pressure, maladjustment and emotional imbalance ( t = –2.88, – 5.17, –2.82, –1.99, –2.60, P<0.05). The detection rate of moderate and mild mental health problems (44.5%, 12.5%) between middle school students of Han nationality and minority nationality (50.3%, 6.9%) ( χ ² = 13.22, P<0.01). The middle school students of minority nationality showed more hostile, interpersonal tension and sensitivity, depressed, maladjustment, psychological imbalance, and lesser obsessive ( t = 2.86, 1.97, 2.04, 5.11, 5.75, –13.17, P<0.05). After controlling for grade, gender and nationality, cultural isolation ( β = 0.22, t = 5.12), cultural separateness( β = 0.19, t = 4.54) and discordant sense ( β = 0.08, t = 2.39) was positively associated with mental health, the sense of control ( β = –0.09, t = –2.02) was negative associated with mental health ( P< 0.05).

Conclusion Mental health of middle school students of ethnic minorities in Han area is at a satisfactory level, The junior school students in Han middle schools had higher level of mental health, Cultural alienation is an important factor in keeping mental health.

Abstract

【摘要】目的 了解青海大通县少数民族中学生心理健康状况, 分析文化疏离感与汉区少数民族中学生心理健康的 关系, 为促进汉区少数民族中学生心理健康发展提供参考。 方法 整群随机抽取青海省大通县 2 所中学 1 679名汉区少 数民族学生, 采用文化疏离感量表、中学生心理健康量表进行测査。 结果 少数民族初中生和髙中生的心理健康随年级均 呈“ V”字形发展变化趋势, 且初中生比髙中生表现出更少的强迫、学习焦虑、学习压力、适应不良和情绪不平衡 ( t值分别为 –2.88, –5.17, –2.82, –1.99, –2.60, P 值均<0.05)。 少数民族中学生心理健康中度、轻度问题检出率 (44.5%, 12.5%)与汉族 中学生 (50.3%, 6.9%)差异有统计学意义(χ ² = 13.22, P<0.01), 且比汉族中学生表现出更多的敌对、人际关系紧张与敏感、抑郁、适应不良、心理不平衡倾向, 更少的强迫倾向(t值分别为 2.86, 1.97, 2.04, 5.11, 5.75, –13.17, P 值均<0.01)。 文化疏 离感与汉区少数民族中学生心理健康呈正相关 (r = 0.34, P<0.01);分层线性回归分析显示, 文化孤立感 ( β = 0.22, t = 5.12)、文化分离感 ( β = 0.19, t = 4.54)、不和谐感 ( β = 0.08, t = 2.39)均正向预测心理健康, 被控制感 ( β = –0.09, t = –2.02)负向预测 心理健康 ( P值均<0.05)。 结论 汉区少数民族中学生心理健康水平总体良好, 且随年级而发展变化, 初中生比髙中生心 理更健康, 文化疏离感是影响其心理健康的重要因素。