Keywords:
Middle school students; Mental health literacy; Coping style; Anxiety
心理健康素养;应对方式;焦虑;中学生
Abstract:
Objective: To explore the relationship among mental health literacy, positive coping style and
anxiety of middle school students, and test the intermediary effect of positive coping style between mental
health literacy and anxiety. Methods:1085 students in a senior high school were tested with the Mental
Health Literacy Questionnaire, Simple Coping Style Questionnaire (SCSQ) and Self Rating Anxiety Scale
(SAS). Results: There was a positive correlation between mental health literacy and positive coping style
(r=0.461, p<0.01), and a negative correlation between positive coping style, mental health literacy and
anxiety (r=-0.361, -0.307, p<0.01); Mental health literacy can have an indirect impact on anxiety through
positive coping styles, and the intermediary effect accounts for 42% of the total effect. Conclusion: Mental
health literacy can directly predict anxiety, and positive coping style is partly mediated by mental health
literacy and anxiety. Improving the coping style of middle school students is one of the effective ways to
reduce anxiety.
目的:探讨心理健康素养、积极应对方式及中学生焦虑之间的关系,检验积极应对方式在心理健康素养与焦虑间的中介效应。方法:采用中学生心理健康素养问卷、简易应对方式问卷(SCSQ)、焦虑自评量表(SAS)对某高中1085名学生进行测试。结果:心理健康素养和积极应对方式之间呈正相关(r =0.461,p <0.01),积极应对方式、心理健康素养和焦虑都呈负相关(r =-0.361,-0.307,p <0.01);心理健康素养可以通过积极应对方式对焦虑产生间接影响,中介效应在总效应中的比重为42%。结论:心理健康素养可以直接预测焦虑,且积极应对方式部分中介于心理健康素养与焦虑,改善中学生的应对方式是降低焦虑的有效途径之一。