Keywords college students
College students are in the rising stage of self-awareness, and the problem of interpersonal communication is more prominent. Many studies show that there is a significant correlation between interpersonal relationship and college students' mental health level [1 2], and interpersonal harmony is an important factor affecting college students' mental health. Foreign studies show that good interpersonal relationships are beneficial to physical and mental health and can promote academic progress; Bad interpersonal relationships often cause psychological imbalance, leading to psychological problems, such as anxiety, emptiness, depression, and even suicidal tendencies in severe cases [3]. In order to understand the psychological and social influencing factors of college students' interpersonal behavior and provide theoretical guidance for the consultation, diagnosis and counseling of college students' interpersonal problems, this survey was conducted. The results are reported as follows.
1 objects and methods
1? 1 Subjects From June 2005 to June 2005, 700 college students were randomly selected from Shandong University, Shandong Normal University and Jinan University by stratified cluster sampling. A total of 700 questionnaires were distributed in this survey, and 63/kloc-0 questionnaires were recovered, with an effective recovery rate of 90? 14%。 Among them, boys 3 1 1, accounting for 49? 29%; 320 girls, accounting for 50? 7 1%。 Freshmen 159, accounting for 25? 20%; Sophomore 298 people, accounting for 47? 23%; There are 174 students in grade three, accounting for 27? 57%。 Science 147 students, accounting for 23? 30%; Engineering 134, accounting for 2 1? 24%; Medical students 350, accounting for 55? 46%。 The age ranged from 16 to 22, with an average age (19? 39 1? 06 years old.
1? ② survey tools: comprehensive interpersonal diagnostic scale [4], Eysenck personality questionnaire China version (EPQ-RSC) [5], self-esteem scale (SES) [6], self-rating depression scale (SDS) [6], self-rating anxiety scale (SAS) [6], adolescent life events scale (ASLES) [7], and defense style questionnaire (4).
1? Methods The investigators were all graduate students in our university, and they received strict training before the test. Before the formal investigation, two classes (75 students) were randomly selected for pre-investigation. The official investigation will begin in two weeks. The survey was conducted in the form of anonymous written answers, and the respondents were required to complete the questionnaire independently. After investigation, 83 students from two classes were randomly selected for repeated measurement on 15d, and the consistency of the two results was analyzed. Kappa coefficient and Pearson correlation coefficient are both > 0? 75。
1? Statistical analysis: the collected data are checked, coded and quantified logically, and then input into a computer to establish an Excel 2003 database. According to the total scores of interpersonal distress ≤8, ≥9 and ≤ 15 and ≥ 16, interpersonal distress can be divided into none, mild and severe, with 0, 1 and 2 respectively. Cumulative logistic regression method was used for analysis. In the cumulative Logistic regression analysis, the classified variables need to be quantified as follows: two classified disordered variables are assigned to 0,1; Disordered multi-classification and multi-choice variables should be combined into two items according to the number of cases and actual needs, or dummy variables should be introduced; Ordered multi-classification variables are assigned to 1, 2, 3, ... to determine 5 1 independent variables of * * *. Finally, the linear relationship between their respective variables and LogitP is tested. After testing, there is a logarithmic relationship between a 14 (weekly surfing frequency), a 15 (weekly exercise frequency) and LogitP. Therefore, the variables of a 14 and a 15 are transformed and introduced into the model in logarithmic form, and other independent variables are directly introduced into the model.
Two results
2? 1 Interpersonal communication troubles of college students; 46% of them have no interpersonal barriers. 43%(293/63 1); The total detection rate of interpersonal relationship distress is 53? 57%(338/63 1); Among them, 38 people. 5 1%(243/63 1), 15 is seriously troubled by interpersonal relationships. 06%(95/63 1); Do 1 people have obvious interpersonal barriers? 43%(9/63 1)。
2? 2. Analysis of the main influencing factors of college students' interpersonal relationship troubles and the results of model goodness-of-fit test (P>0? 05), indicating that there is no significant difference between the predicted value and the observed value; The prediction ability of the model is: consistency =9 1? 9%, inconsistent =7? 5%, the goodness of fit of the model is good. Hypothesis test results of the model (P
3 discussion
According to this survey, 38? 5 1%, 15% are seriously troubled by interpersonal relationships? 06%, which is basically consistent with the research results of Wang Xuelian [8]. As far as all cumulative Logit are concerned (that is, the logarithmic incidence ratio of serious interpersonal distress to mild interpersonal distress and no interpersonal distress; Logarithmic incidence of severe interpersonal distress and mild interpersonal distress to no interpersonal distress), the risk of interpersonal distress of severely neurotic college students is 4? 078 times. The reason may be that highly neurotic people are anxious, nervous, irritable and extreme, often accompanied by depression. When other variables are the same, the risk of interpersonal distress of college students with poor social skills is 2? 755 times. Poor social skills, that is, lack of interpersonal and communication skills, do not know how to get along with others, and are often in a passive position in interpersonal communication, which leads to interpersonal problems. When other variables are the same, the interpersonal distress risk of college students who are greatly influenced by life events is not affected by life events. 257 times. As a stressor, life events, when accumulated beyond the psychological endurance limit, will lead to excessive psychological load and mental state on the verge of collapse, which will lead to psychosomatic diseases and interpersonal obstacles. In the parenting style, the role of father has a significant impact on college students' interpersonal communication. When the father is stingy and stingy when meeting the children's needs, he holds a critical and negative attitude towards the children's behavior, thinking that the children bring him disgust and unhappiness, which easily makes the children feel incompetent and inferior, which greatly hinders the healthy development of their interpersonal communication. Father's emotional warmth and understanding play a positive role in promoting the harmonious development of college students' interpersonal relationships.
Table 1 multivariate cumulative Logistic regression analysis of influencing factors of interpersonal relationship distress (omitted)
refer to
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