Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°1, 409-416
DOI: 10.24205/03276716.2020.56 409
M
ENTAL
H
EALTH
E
VALUATION OF
P
OOR
C
OLLEGE
S
TUDENTS
:
E
VIDENCES FROM
C
HINA
Rongyan Jia*, Jingmin Lu
Abstract
Poor college students often face a high psychological pressure, in addition to financial difficulties. However, many independent colleges in China have not done enough to tackle the “psychological poverty” of their
students. In this paper, a mental health survey is conducted on poor college students in independent colleges
of northern China’s Hebei Province. The mental health of each student was assessed against the Symptom Checklist-90 (SCL-90). On this basis, three countermeasures were put forward: the poor students of independent colleges should be identified accurately based on mental health conditions; these students should be supported both financially and psychologically; a sensitive feedback mechanism should be constructed to provide accurate feedbacks on the financial and psychological supports. The research provides a valuable reference for accurate poverty alleviation in independent colleges.
Key words: Poor College Students, Scl-90, Mental Health, Countermeasures.
Received: 12-04-19 | Accepted: 23-09-19
INTRODUCTION
In order to realize the 100-year goal of building a well-off society in an all-round way in 2020, vigorously promoting and fully implementing accurate poverty alleviation is an important measure for poverty alleviation at this stage. In recent years, the state has adopted various measures such as awards, diligence, assistance, loans, and exemptions to help poor college students in China, in order to achieve economic poverty alleviation for college students with financial difficulties in higher education. The "China Student Financial Development Report (2018)" pointed out: In 2018, the country has accumulatively subsidized 43.789 million students in ordinary colleges and universities, with a subsidy of 115.30 billion yuan. At the same time, the psychological attention to poor college students is still far from enough, and the psychological support for
College of Economics & Management, Hebei University of Science and Technology, Shijiazhuang 050018, China. E-Mail: [email protected]
“psychological poverty” has not been
effectively carried out. In actual life, most college impoverished college students can face up to the difficulties encountered in study and life and stand on their own feet and struggle hard. However, some college impoverished college students can not face the various difficulties encountered, bear heavy mental shackles, and then lead to psychological barriers, and more serious is the road to violation of laws and regulations. It is especially necessary to pay attention to the psychological state of poor college students in colleges and universities, to find a specific strategy to solve the psychological problems of college students, and to promote the healthy development of college students.
At the beginning of the 20th century, Western scholars began to conduct research in psychology. Maslow (1943)'s hierarchical needs theory argues that human needs range from low to high for physical needs, security needs, emotional and affiliation needs, respect for needs and self-fulfillment needs. Only after the low level needs to be met will there be high-end demand. Scholars such as Ware & Strand (1981)
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Table 1.
Categories of poor college students
Category Gender Nationality Professional category Grade Whether to get funding
male Female Han nationality
few Nationality
Science and
engineering Humanities Freshman other Yes no Number of
people 368 212 538 42 356 224 122 458 580 0 Percentage
(%) 63.45 36.55 92.76 7.24 61.38 38.62 21.03 78.97 100 0
use different indicators to judge whether the respondents have psychological problems (Aarons, 2004; Gandek, Ware, Aaronson et al., 1998; Hays & Morales, 2001; Strand, Dalgard, Tambs et al., 2003). Sylvestre, Notten, Kerman, et al. (2017), Haurat & Liu (2017) believe that the mental health of college students includes: correct outlook on life, values, worldview; good communication skills with the outside world; a tolerant attitude, a broad mind, and a noble personality. There are many factors that affect College Students 's mental health. Poverty also has a great influence on people's mental health (Wu, Tao, Zhang et al., 2015; Kwan, Arbour-Nicitopoulos, Duku et al., 2016; Lesani, Mohammadpoorasl, Javadi et al., 2016; Tao, Wu, Zhang et al., 2017; Poorolajal, Ghaleiha, Darvishi et al., 2017). Some strategies have been proposed to treat mental health problems (Becker, Jarrett, Luebbe et al., 2018; Griggs, 2017; Nash, Sixbey, An, et al., 2017).Domestic research on mental health problems of impoverished college students mainly focuses on the demographic characteristics of psychological problems of impoverished college students, the influencing factors of mental health of impoverished college students, and the solutions to mental health problems of impoverished college students (Hu, 2018). Liu (2017)'s survey on the relationship between parenting style, social support and mental health of poor college students found that compared with the national youth mental health average, the mental health level of poor college students is significantly lower. In summary, for the mental health problems of poor college students, domestic and foreign scholars have both theoretical and theoretical research, as well as empirical research on the mental health problems of poor college students in public colleges, but for poor college students in special colleges (such as independent colleges), the mental health problems involve fewer and lack of in-depth empirical research.
This paper uses the Symptom Checklist to conduct an in-depth study on the mental health level and influencing factors of impoverished college students in independent colleges in Hebei Province, and puts forward specific countermeasures to improve the mental health of impoverished college students in independent colleges, and provides theoretical basis and practical reference for the development of accurate poverty alleviation work in independent colleges.
THE RESEARCH OBJECT AND RESEARCH METHODS
Research object
In this study, 2,000 stratified questionnaires were distributed to independent college students in Hebei Province by stratified random sampling, 1945 questionnaires were returned, and 1880 valid questionnaires were collected. Among the valid questionnaires, there are 580 poor college students, including 368 boys and 212 girls; 538 Han people, 42 ethnic minorities; 356 science and engineering college students, 224 humanities college students; 122 first-year students, other grades 458 students. The sampling accords with the overall distribution characteristics, and the composition of poor college students is shown in Table 1.
Research methods
This study used the symptom self-rating scale (SCL-90) compiled by LR Derogatis and revised by Wang Zhengyu. There were 90 topics including somatization, coercion, interpersonal sensitivity, depression, anxiety, hostility, fear, paranoia, psychosis and other ten factors, the scale was measured by a 5-level scale, and each item was evaluated by 1-5 scores, "1" for no symptoms and "5" for "serious" symptoms. If the calculated total score exceeds 160 points, or if there are more than 43 positive items, or any factor score
MENTAL HEALTH EVALUATION OF POOR COLLEGE STUDENTS: EVIDENCES FROM CHINA 411
exceeds 2 points, it may be considered positive and needs further evaluation. After the questionnaire was collected, SPSS23.0 software was used for data analysis.
THE RESEARCH RESULTS AND ANALYSIS
Analysis of the overall situation of mental health of impoverished college students
The t-test was conducted on the scl-90 factors of poor and non-poor college students. The results showed that the overall mental health of poor college students was lower than that of non-poor college students; the obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety fear, paranoia, psychosis, and other aspects showed significant differences (p<0.01). It can be seen that family economic status is an important factor affecting the mental health of poor college students. The specific analysis results are shown in Table 2. The poor college students in this study have received multi-channel funding such as bursaries, scholarships, and file establishments. However, only economic assistance cannot fundamentally solve the mental health problems of poor college students.
Analysis of the influencing factors of mental health of impoverished college students
The influence of gender factors on the mental health of impoverished college students
Poor college students of different genders were tested by t-test on scl-90 factors. The results showed that compared with male college students, the overall level of mental health of female college students was low; there were significant differences in obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, fear, and psychosis. The differences in obsessive-compulsive symptoms, depression, and anxiety were more significant (P<0.01). The results of the analysis are shown in Table 3.
The influence of ethnic factors on the mental health of impoverished college students
The t-test of scl-90 factors was carried out for poor college students of different nationalities. The results showed that the poverty-stricken college students and the poor Han nationality students in the minority faced the same psychological quality in terms of study, life and social activities. There were significant
Table 2.
Results of t-test results of scl-90 factors among college students in different family
economic conditions
Scale factor poor student N=580 Non-poor student N=1300 t p
M SD M SD
Somatization Obsessive symptoms
1.39 1.73
0.46 0.60
1.36 1.61
0.45 0.51
1.326 4.456
0.185 0.000
Interpersonal sensitivity 1.61 0.59 1.48 0.46 5.169 0.000
Depression 1.59 0.58 1.49 0.50 3.808 0.000
anxiety 1.49 0.53 1.37 0.45 5.048 0.000
hostility fear Paranoia Mental illness
other
1.44 1.41 1.38 1.39 1.40
0.49 0.47 0.44 0.48 0.43
1.41 1.31 1.49 1.29 1.33
0.50 0.39 0.49 0.38 0.42
1.209 4.811 -4.636 4.844 3. 313
0.227 0.000 0.000 0.000 0. 001
Table 3.
Gender Comparison of Mental Health Levels of Poor College Students
Scale factor Female N=212 Male N=368 t p
M SD M SD
Somatization Obsessive symptoms
1.41 1.68
0.42 0.50
1.38 1.55
0.39 0.44
0.867 3.258
0.386 0.001
Interpersonal sensitivity 1.57 0.59 1.47 0.48 2.218 0.027
Depression 1.55 0.51 1.44 0.44 2.733 0.006
anxiety 1.47 0.49 1.36 0.42 2.855 0.004
hostility fear Paranoia Mental illness
other
1.49 1.40 1.44 1.38 1.42
0.49 0.47 0.45 0.50 0.40
1.47 1.32 1.48 1.30 1.38
0.50 0.38 0.49 0.41 0.38
0.467 2.235 -0.975 2.085 1.197
0.64 0.026
0.33 0.037 0. 232
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Table 4.
Ethnic comparison of mental health status of impoverished college students
Scale factor Han nationality N=538 Minority N=42 t p
M SD M SD
Somatization Obsessive symptoms 1.35 1.51 0. 37 0.42 1.46 1.68 0.44 0.51 -1.829 -2.485 0.068 0.013
Interpersonal sensitivity 1.42 0.44 1.57 0.51 -2.102 0.036
Depression 1.41 0.42 1.50 0.48 -1.323 0.186
anxiety 1.35 0.39 1.46 0.48 -1.729 0.084
hostility fear Paranoia Mental illness other 1.41 1.31 1.39 1.33 1.36 0.39 0.38 0.41 0.39 0.35 1.50 1.49 1.42 1.37 1.41 0.48 0.48 0.43 0.45 0.39 -1.415 -2.896 -0.455 -0.633 -0.884 0.158 0.004 0.649 0.527 0. 377
Table 5.
Professional Comparison of Mental Health Levels of Poor College Students
Scale factor Humanities N=224 Science and engineering N=356 t p
M SD M SD
Somatization Obsessive symptoms 1.38 1.59 0.41 0.49 1.33 1.47 0.38 0.40 1.496 3.22 0.135 0.001
Interpersonal sensitivity 1.49 0.51 1.40 0.42 2.31 0.021
Depression 1.51 0.46 1.41 0.37 2.880 0.004
anxiety 1.45 0.42 1.35 0.36 3.051 0.002
hostility fear Paranoia Mental illness other 1.47 1.52 1.47 1.31 1.41 0.48 0.49 0.41 0.43 0.39 1.37 1.43 1.48 1.28 1.36 0.40 0.39 0.38 0.37 0.31 2.71 2.447 -0.299 0.892 1.709 0.007 0.015 0.765 0.373 0. 088
Table 6.
Comparison of the grades of mental health of poor college students
Scale factor First grade N=122 Senior grade (sophomore, junior, senior) n=458 t p
M SD M SD
Somatization Obsessive symptoms 1.41 1.49 0.42 0.47 1.31 1.37 0.32 0.38 2.859 2.941 0.004 0.003
Interpersonal sensitivity 1.47 0.48 1.35 0.37 2.9778 0.003
Depression 1.46 0.41 1.32 0.33 3.946 0.000
anxiety 1.39 0.40 1.28 0.32 3.191 0.001
hostility fear Paranoia Mental illness other 1.50 1.49 1.45 1.38 1.39 0.39 0.42 0.39 0.39 0.42 1.38 1.43 1.40 1.31 1.33 0.31 0.38 0.35 0.36 0.33 3.587 1.515 1.368 1.875 1.679 0.000 0.130 0.172 0.061 0. 094
differences in the scores of obsessive-compulsive symptoms, interpersonal sensitivity, and fear among minority poor college students and Han poor college students, and the difference in fear factor performance was more significant (P=0.004). The specific analysis results are shown in Table 4.
The influence of professional category factors on the mental health of impoverished college students
Poor college students of different professional categories conducted t-test on
scl-90 factors. The results show that compared with poor college students in science and engineering, the mental health level of poor college students is low. Poor college students of different majors have significant differences in the scores of obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, and fear (P<0.05), and they appear on the four factors of obsessive-compulsive symptoms, depression, anxiety, and hostility more prominent (P<0.01). The specific analysis results are shown in Table 5.
MENTAL HEALTH EVALUATION OF POOR COLLEGE STUDENTS: EVIDENCES FROM CHINA 413
The influence of grades on the mental health of impoverished college students
Poor college students of different grades were tested by t-test on the factors of scl-90. The results showed that with the increase of grades, the mental health of poor college students was significantly improved. The first-year poor college students and the senior college students had significant differences in summarized (p=0.004), obsessive-compulsive symptoms (p=0.003), interpersonal sensitivity (p=0.003), depression (p=0.000), anxiety (p=0.001), and hostility (p=0.000), specific analysis results See Table 6.
DISCUSSION
The overall mental health status of poor college students in independent college
The mental health level of poor college students in independent college is lower than that of non-poor college students in independent college. Maslow's hierarchical demand theory believes that human needs from low to high manifest as physiological needs, security needs, emotional and affiliation needs, respect needs and self-realization needs. Only low-level needs to be met, will continue to have high-end demand. The family economic pressure makes the poor college students realize the hardships of life earlier. In order to survive, they spend more time and energy than their peers to engage in work-study and part-time activities, thus affecting academic and extracurricular life and future planning. Economic pressure, academic pressure, interpersonal stress, employment pressure, and family expectation pressure make poor college students often suffer from irritability, anxiety, depression, inferiority, interpersonal relationship retreat, inner conflict, and other negative emotions. The accumulation of daily income is very likely to cause psychological problems for poor college students.
Among the poor college students in independent college, the overall level of mental health of boys is better than that of girls. Gender differences have led to the psychological pressure of boys in the poor college students to be much smaller than girls. The traditional concept holds that men are dominant in the family. When faced with difficulties, men are brave, determined, and powerful, and can face difficulties. Men are more willing to believe that
they have the ability to break through the predicament and thus have confidence in their future lives. In the face of difficulties, girls feel more stressful and negative emotions from learning, life, and employment than boys. As a result, there are obvious differences between boys and girls in environmental adaptation. Girls are more prone to obsessive-compulsive symptoms, forming sensitive and anxious psychological traits. In social interactions, women are more inclined to adapt to the environment than men, and have limited communication. When encountering difficulties, they rarely seek help from others or society. Therefore, negative emotions of depression and anxiety are more obvious.
The influence of ethnic groups on the mental health status of impoverished college students
Among the poor college students in independent college, the poverty-stricken college students of the minority nationality and the poor college students of the Han nationality are generally equivalent to the psychological quality of learning, life and social activities. With the integration of multiculturalism and the more school's exchanges between ethnic groups, the differences between ethnic groups are getting less and less. But different family education, school culture and social atmosphere have various effects on the mental health of Han and minority students. The reasons for the significant difference in the scores of fear factors between poor minority college students and poor Han nationality students may be that after the minority college students in remote areas enter the university, the relatively unfamiliar geographical environment and the changing living environment make the minority college students adapt to the difference, and the fear is higher than that of the Han students (Zhang & Liu, 2012).
The influence of majors on the mental health status of impoverished college students
Among the poor college students in independent college, the overall level of mental health of poor students in science and engineering is better than that of poor students in humanities. The employment prospects of science and engineering majors are better, and the market demand is large, which is conducive to the cultivation of self-confidence and the improvement of mental health of poor students
RONGYAN JIA,JINGMIN LU 414
in science and engineering, and thus less depression and paranoia. In the face of high tuition fees and living expenses, humanities poor college students also have to worry about
“graduation is unemployment”, so they will be
confused and retreat, and they will easily develop psychological problems. They cannot fully devote themselves to professional courses, and their mental health level is relatively low. In addition, the number of male students in the science and engineering category is relatively large. Because of the differences in gender attributes, their ability to eliminate negative emotions is different. Therefore, the mental health level of poor college students with humanities majors is significantly lower.
The influence of grades on the mental health of impoverished college students
Among the poor college students in independent college, the overall level of mental health of senior college students is better than that of lower grade college students. Poor college students show different mental health differences in different grades. The mental health status of freshmen is especially worthy of attention. In a new and unfamiliar environment, poor college students have not adapted well in terms of study, life, interpersonal communication, self-regulation, etc., and are prone to psychological problems. Therefore, the
freshmen’s mental health is low. With the
growth of the grade level,the mentality of poor college students is becoming more and more mature, and their self-psychological adjustment ability is gradually increasing. The mental health level of poor college students is getting better with the increase of grades. The mental health level of senior college students in somatic, obsessive-compulsive, interpersonal, anxiety, terror, paranoia, and psychosis are significantly higher than that of lower-grade poor college students (Wan, 2019).
COUNTERMEASURES AND SUGGESTIONS
Taking accurate poverty alleviation as an opportunity, independent college should make accurate identification, precise assistance, and accurate feedback, and implement effective psychological interventions for college students in poverty, so as to effectively improve the mental health of poor students.
Accurate identification: Effectively identify poor and objective college students
Accurately identifying the psychological problems of the poor students in the independent college is the premise and basis for realizing the poverty alleviation of the poor students in the independent college. When entering the university, the scl-90 (symptom self-rating scale) and other psychological measurement tools are used for the census, and then the specific data of the new enrollment census is combined, the feedback from the bedroom directors and the counselors regularly track the return visits, establish a complete and confidential database of mental health of impoverished college students, and track the mental health status of poor college students in real time. Based on this, the psychological resources of poor college students are scientifically evaluated and rationally classified, in order to the precise force.
Accurate assistance: Accurate economic and psychological support for two-wheel drive
First of all, to build a comprehensive and accurate economic aid system, and to increase the financial assistance to independent college students in poverty. At the social level, we will continue to improve multi-funded subsidies such as award-winning loans, helplessness and green channels, and provide multi-party economic assistance to underprivileged undergraduate college students. At the school level, scholarships, bursaries, special allowances, and scholarships are established; the tuition and miscellaneous fees for special hardships are reduced; multi-channel cooperation between schools and enterprises to seek work-study jobs for poor students in independent college. At the student level, we must face up to poverty and setbacks, actively participate in various work-study activities, and establish a self-reliance and aggressive attitude towards life (Yu, 2014).
Secondly, to achieve the psychological assistance of poor college students. Focus on the mental health status of lower grades, poor employment prospects, female poor college students, etc., to classify psychological problems, to ensure the relevance of help. According to the different characteristics of the growth process of poor college students and the family environment, relevant psychological counseling, group counseling and psychological workshops should be carried out in a targeted
MENTAL HEALTH EVALUATION OF POOR COLLEGE STUDENTS: EVIDENCES FROM CHINA 415
manner to provide poor students with missing cognitive schemas and psychological resources to prevent poverty alleviation after poverty alleviation. Schools can pay attention to the inner hearts, feelings, emotional needs of poor college students, helping poor students overcome inferiority, improving social retreat, reducing anxiety and depression, and exploring the self-potential of poor students, so that they have a positive attitude to face the future and healthy growth (Zhan, 2019).
Accurate feedback: build a sensitive and timely accurate help feedback mechanism
In the process of psychological poverty alleviation, we should attach great importance to how to prevent poor college students from getting back to poverty after psychological poverty. After accurately identifying and accurately assisting poor college students, we should build a sensitive and timely accurate feedback mechanism, pay attention to tracking feedback and help the effect, and build a docking platform for poor college students' needs and resources; relying on the four-level psychological poverty alleviation system of "dormitories → classes → colleges-college mental health education center” to feedback the mental health status of poor college students in real time; we will make good use of various support policies to provide poor college students with the best social support resources, consolidate the effect of poverty alleviation, and form a pattern of precision poverty alleviation for independent college in economic poverty alleviation, psychological poverty alleviation, academic poverty alleviation, and employment poverty alleviation (Ran, 2018).
Acknowledgement
Hebei University of Science and Technology 2019 Philosophy and Social Science Special Project: Research on Sustainable Innovation Mechanism of Innovative Enterprises; Innovative Entrepreneurship Education and Professional Education Integrating Curriculum System Teaching Reform Research (2018-YB015); Innovation and Entrepreneurship Education Quality Course Construction Project
“Innovative Project Technology Economic
Evaluation”.
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