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Article(id=1325520817689337856, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325520723858568134, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025137, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1741017600000, receivedDateStr=2025-03-04, revisedDate=1741881600000, revisedDateStr=2025-03-14, acceptedDate=null, acceptedDateStr=null, onlineDate=1793958389923, onlineDateStr=2026-11-06, pubDate=1750780800000, pubDateStr=2025-06-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793958389923, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793958389923, creator=13701087609, updateTime=1793958389923, updator=13701087609, issue=Issue{id=1325520723858568134, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='6', pageStart='761', pageEnd='912', issueExtLink='null', onlineDate='null', pubDate='1750780800000', pubDateStr='2025-06-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793958367551, creator='13701087609', updateTime=1793958367551, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=852, endPage=856, ext={EN=ArticleExt(id=1325520818515615745, articleId=1325520817689337856, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Analysis of psychological crisis-related factors of college students based on the dual-factor model of mental health, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To analyze the current status and influencing factors of psychological crisis among college students, so as to provide a scientific basis for the formulation of psychological crisis intervention plans in colleges and universities.

Methods

From September to December 2024, 645 college students from a medical undergraduate university in Heilongjiang Province were selected with a convenience sampling method. A convergent mixed analysis design was used. Quantitative analysis was conducted using College Students' Psychological Crisis Screening Scale, Emotion Regulation Questionnaire, Short-Egna Minnen av Barndoms Uppfostran and Perceived School Climate Scale. Binary Logistic regression analysis was used to explore the related factors of psychological crisis among college students. Qualitative research was conducted on 15 college students with psychological crisis identified in the quantitative analysis by a purposive sampling method. The interview data were organized and analyzed using the thematic framework analysis method.

Results

Among the surveyed college students, 92 (14.3%) had psychological crisis. Binary Logistic regression analysis results showed that positive parenting style (OR=0.97, 95%CI=0.95-0.99), negative parenting style (OR=1.01, 95%CI=1.00-1.02), cognitive reappraisal (OR=0.88, 95%CI=0.83-0.92), expressive suppression (OR=1.08, 95%CI=1.02-1.15), and perceived campus atmosphere (OR=0.97, 95%CI=0.95-0.98) were all related factors of psychological crisis among college students (P < 0.05). The qualitative analysis results showed that there were three themes for the influencing factors of college students' psychological crisis, including differential impact of emotion regulation strategies on psychological state, shaping of psychological state of college students by family and bidirectional effect of perceived campus atmosphere on psychological state. Mixed analysis results showed that the influencing factors of college students' psychological crisis were consistent in terms of emotion regulation strategies, and were expansive in terms of parenting style and perceived campus atmosphere.

Conclusion

Schools and mental health service departments can reduce the risk of psychological crisis by optimizing cognitive reappraisal and reducing expressive suppression, improve the level of psychological crisis by strengthening positive family interaction and blocking negative parenting style, and maintain the mental health level of college students by building a supportive campus environment and alleviating high pressure.

, authors=Yujing SUN1, Fei YIN1, Mingliang WANG2, Wenlong JIANG3, Jing ZHANG*, 4, authorsList=Yujing SUN, Fei YIN, Mingliang WANG, Wenlong JIANG, Jing ZHANG, authorCompany=null, correspAuthors=Jing ZHANG, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325520819828432898, articleId=1325520817689337856, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=基于心理健康双因素模型的大学生心理危机相关因素分析, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

分析大学生心理危机现状及影响因素，为高校制订心理危机干预方案提供科学理论依据。

方法

2024年9—12月，方便抽取黑龙江省某医学本科院校645名大学生，采用聚敛式混合分析设计，定量分析采用大学生心理危机筛查量表、情绪调节问卷、简式父母养育方式问卷、感知校园氛围量表进行调查，采用二元Logistic回归分析探究大学生心理危机的相关因素。采用目的抽样选择定量分析中存在心理危机的15名大学生进行定性研究，按照主题框架分析法对访谈资料进行整理与分析。

结果

调查的大学生中，92名(14.3%)存在心理危机。二元Logistic回归分析结果显示，积极教养方式(OR=0.97，95%CI=0.95~0.99)、消极教养方式(OR=1.01，95%CI=1.00~1.02)、认知重评(OR=0.88，95%CI=0.83~0.92)、表达抑制(OR=1.08，95%CI=1.02~1.15)、感知校园氛围(OR=0.97，95%CI=0.95~0.98)均是大学生心理危机的相关因素(P值均 < 0.05)。定性分析结果显示，大学生心理危机影响因素共包括情绪调节策略对心理状态的差异化影响、家庭对大学生心理状态的塑造、感知校园氛围对心理状态的双向作用3个主题。混合分析结果显示，大学生心理危机影响因素在情绪调节策略方面表现为一致性，在父母教养方式和感知校园氛围方面均表现为扩展性。

结论

学校及精神卫生服务部门可通过优化认知重评和减少表达抑制降低心理危机风险，强化积极家庭互动与阻断消极教养方式改善心理危机水平，构建支持性校园环境与缓解高压负荷维持大学生心理健康水平。

, authors=孙玉静1, 尹斐1, 王明亮2, 姜文龙3, 张静*, 4, authorsList=孙玉静, 尹斐, 王明亮, 姜文龙, 张静, authorCompany=null, correspAuthors=张静, authorNote=

孙玉静(1990-)，女，山东荣成人，硕士，副教授，主要研究方向为儿童青少年心理卫生

, correspAuthorsNote=
张静，E-mail：
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孙玉静(1990-)，女，山东荣成人，硕士，副教授，主要研究方向为儿童青少年心理卫生

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Comparison of psychological crisis reporting rates among different groups of college students

, figureFileSmall=null, figureFileBig=null, tableContent=
组别选项人数心理危机人数χ2值P值
性别男11514(12.2)0.500.48
女53078(14.7)
年龄/岁18~2030154(17.9)6.240.01
21~2334438(11.0)
年级2024级21231(14.6)0.080.96
2023级22933(14.4)
2022级20428(13.7)
专业护理学26729(10.9)6.220.10
中药学11521(18.3)
康复治疗学14727(18.4)
医学检验技术11615(12.9)
), ArticleFig(id=1325520834953093168, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325520817689337856, language=CN, label=表1, caption=

不同组别大学生心理危机报告率比较

, figureFileSmall=null, figureFileBig=null, tableContent=
组别选项人数心理危机人数χ2值P值
性别男11514(12.2)0.500.48
女53078(14.7)
年龄/岁18~2030154(17.9)6.240.01
21~2334438(11.0)
年级2024级21231(14.6)0.080.96
2023级22933(14.4)
2022级20428(13.7)
专业护理学26729(10.9)6.220.10
中药学11521(18.3)
康复治疗学14727(18.4)
医学检验技术11615(12.9)
), ArticleFig(id=1325520835359940657, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325520817689337856, language=EN, label=Tab.2, caption=

Binary Logistic regression of psychological crisis-related factors among college students(n=645)

, figureFileSmall=null, figureFileBig=null, tableContent=
常数项与自变量β值标准误Wald χ2值OR值(95%CI)P值
常数项3.091.753.140.08
积极教养方式-0.030.019.430.97(0.95~0.99)＜0.01
消极教养方式0.010.015.091.01(1.00~1.02)0.02
认知重评-0.130.0329.480.88(0.83~0.92)＜0.01
表达抑制0.080.036.901.08(1.02~1.15)0.01
感知校园氛围-0.030.0117.020.97(0.95~0.98)＜0.01
年龄-0.050.070.410.96(0.83~1.10)0.52
), ArticleFig(id=1325520835741622322, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325520817689337856, language=CN, label=表2, caption=

大学生心理危机相关因素的二元Logistic回归分析(n=645)

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常数项与自变量β值标准误Wald χ2值OR值(95%CI)P值
常数项3.091.753.140.08
积极教养方式-0.030.019.430.97(0.95~0.99)＜0.01
消极教养方式0.010.015.091.01(1.00~1.02)0.02
认知重评-0.130.0329.480.88(0.83~0.92)＜0.01
表达抑制0.080.036.901.08(1.02~1.15)0.01
感知校园氛围-0.030.0117.020.97(0.95~0.98)＜0.01
年龄-0.050.070.410.96(0.83~1.10)0.52
), ArticleFig(id=1325520836161052723, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325520817689337856, language=EN, label=Tab.3, caption=

Quantitative, qualitative and mixed analysis of psychological crisis-related factors among college students

, figureFileSmall=null, figureFileBig=null, tableContent=
相关因素定量结果定性结果结果推论
情绪调节策略(个人层面)认知重评和表达抑制是心理危机的相关因素。“认知重评的适应性调节功能”亚主题展示了心理危机的积极影响，“表达抑制的情绪累积风险”亚主题展示了心理危机的消极影响。一致性：定量结果表明，认知重评及表达抑制是心理危机的相关因素；定性结果表明，认知重评可缓解负面情绪，表达抑制会增加心理危机的发生风险。
父母教养方式(家庭层面)积极教养方式与消极教养方式是心理危机的相关因素。“积极教养方式的赋能作用”和“有效家庭支持的资源属性”2个亚主题展示了心理危机的积极影响，“消极教养方式的潜在伤害”亚主题展示了心理危机的消极影响。扩展性：定量结果表明，积极教养方式及消极教养方式是心理危机的相关因素。定性结果表明，积极教养方式对大学生心理状态具有积极影响，消极教养方式对大学生心理状态具有消极影响。定性研究扩展了家庭支持是大学生的核心外部资源，可帮助大学生应对心理危机。
感知校园氛围(学校层面)感知校园氛围是心理危机的相关因素。“感知支持性校园氛围的缓冲作用”亚主题展示了心理危机的积极影响，“感知高压性校园氛围的累积压力”亚主题展示了心理危机的消极影响。扩展性：定量结果明确了感知校园氛围与心理危机的关系。定性研究明确了支持性的校园氛围可帮助应对心理危机。定性研究扩展了感知高压性的校园氛围，会使学生产生持续性心理负荷，增加心理危机发生风险。
), ArticleFig(id=1325520836525957172, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325520817689337856, language=CN, label=表3, caption=

大学生心理危机相关因素的定量、定性及混合分析

, figureFileSmall=null, figureFileBig=null, tableContent=
相关因素定量结果定性结果结果推论
情绪调节策略(个人层面)认知重评和表达抑制是心理危机的相关因素。“认知重评的适应性调节功能”亚主题展示了心理危机的积极影响，“表达抑制的情绪累积风险”亚主题展示了心理危机的消极影响。一致性：定量结果表明，认知重评及表达抑制是心理危机的相关因素；定性结果表明，认知重评可缓解负面情绪，表达抑制会增加心理危机的发生风险。
父母教养方式(家庭层面)积极教养方式与消极教养方式是心理危机的相关因素。“积极教养方式的赋能作用”和“有效家庭支持的资源属性”2个亚主题展示了心理危机的积极影响，“消极教养方式的潜在伤害”亚主题展示了心理危机的消极影响。扩展性：定量结果表明，积极教养方式及消极教养方式是心理危机的相关因素。定性结果表明，积极教养方式对大学生心理状态具有积极影响，消极教养方式对大学生心理状态具有消极影响。定性研究扩展了家庭支持是大学生的核心外部资源，可帮助大学生应对心理危机。
感知校园氛围(学校层面)感知校园氛围是心理危机的相关因素。“感知支持性校园氛围的缓冲作用”亚主题展示了心理危机的积极影响，“感知高压性校园氛围的累积压力”亚主题展示了心理危机的消极影响。扩展性：定量结果明确了感知校园氛围与心理危机的关系。定性研究明确了支持性的校园氛围可帮助应对心理危机。定性研究扩展了感知高压性的校园氛围，会使学生产生持续性心理负荷，增加心理危机发生风险。
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基于心理健康双因素模型的大学生心理危机相关因素分析
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孙玉静 1 , 尹斐 1 , 王明亮 2 , 姜文龙 3 , 张静 *, 4
中国学校卫生 | 心理卫生 2025,46(6): 852-856
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中国学校卫生 |心理卫生 2025 , 46 (6) : 852 -856
基于心理健康双因素模型的大学生心理危机相关因素分析
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孙玉静1, 尹斐1, 王明亮2, 姜文龙3, 张静*, 4
作者信息
  • 1哈尔滨医科大学(大庆)护理学院，黑龙江 163319
  • 2大庆市第四中学
  • 3大庆市第三医院二病区
  • 4哈尔滨医科大学附属第四医院护理部
通讯作者:
张静，E-mail：
作者简介:

孙玉静(1990-)，女，山东荣成人，硕士，副教授，主要研究方向为儿童青少年心理卫生

Analysis of psychological crisis-related factors of college students based on the dual-factor model of mental health
Yujing SUN1, Fei YIN1, Mingliang WANG2, Wenlong JIANG3, Jing ZHANG*, 4
Affiliations
  • 1College of Nursing, Harbin Medical University(Daqing), Daqing (163319), Heilongjiang Province, China
出版时间: 2025-06-25 doi: 10.16835/j.cnki.1000-9817.2025137
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摘要
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目的

分析大学生心理危机现状及影响因素，为高校制订心理危机干预方案提供科学理论依据。

方法

2024年9—12月，方便抽取黑龙江省某医学本科院校645名大学生，采用聚敛式混合分析设计，定量分析采用大学生心理危机筛查量表、情绪调节问卷、简式父母养育方式问卷、感知校园氛围量表进行调查，采用二元Logistic回归分析探究大学生心理危机的相关因素。采用目的抽样选择定量分析中存在心理危机的15名大学生进行定性研究，按照主题框架分析法对访谈资料进行整理与分析。

结果

调查的大学生中，92名(14.3%)存在心理危机。二元Logistic回归分析结果显示，积极教养方式(OR=0.97，95%CI=0.95~0.99)、消极教养方式(OR=1.01，95%CI=1.00~1.02)、认知重评(OR=0.88，95%CI=0.83~0.92)、表达抑制(OR=1.08，95%CI=1.02~1.15)、感知校园氛围(OR=0.97，95%CI=0.95~0.98)均是大学生心理危机的相关因素(P值均 < 0.05)。定性分析结果显示，大学生心理危机影响因素共包括情绪调节策略对心理状态的差异化影响、家庭对大学生心理状态的塑造、感知校园氛围对心理状态的双向作用3个主题。混合分析结果显示，大学生心理危机影响因素在情绪调节策略方面表现为一致性，在父母教养方式和感知校园氛围方面均表现为扩展性。

结论

学校及精神卫生服务部门可通过优化认知重评和减少表达抑制降低心理危机风险，强化积极家庭互动与阻断消极教养方式改善心理危机水平，构建支持性校园环境与缓解高压负荷维持大学生心理健康水平。

精神卫生  /  问卷调查  /  回归分析  /  学生
Objective

To analyze the current status and influencing factors of psychological crisis among college students, so as to provide a scientific basis for the formulation of psychological crisis intervention plans in colleges and universities.

Methods

From September to December 2024, 645 college students from a medical undergraduate university in Heilongjiang Province were selected with a convenience sampling method. A convergent mixed analysis design was used. Quantitative analysis was conducted using College Students' Psychological Crisis Screening Scale, Emotion Regulation Questionnaire, Short-Egna Minnen av Barndoms Uppfostran and Perceived School Climate Scale. Binary Logistic regression analysis was used to explore the related factors of psychological crisis among college students. Qualitative research was conducted on 15 college students with psychological crisis identified in the quantitative analysis by a purposive sampling method. The interview data were organized and analyzed using the thematic framework analysis method.

Results

Among the surveyed college students, 92 (14.3%) had psychological crisis. Binary Logistic regression analysis results showed that positive parenting style (OR=0.97, 95%CI=0.95-0.99), negative parenting style (OR=1.01, 95%CI=1.00-1.02), cognitive reappraisal (OR=0.88, 95%CI=0.83-0.92), expressive suppression (OR=1.08, 95%CI=1.02-1.15), and perceived campus atmosphere (OR=0.97, 95%CI=0.95-0.98) were all related factors of psychological crisis among college students (P < 0.05). The qualitative analysis results showed that there were three themes for the influencing factors of college students' psychological crisis, including differential impact of emotion regulation strategies on psychological state, shaping of psychological state of college students by family and bidirectional effect of perceived campus atmosphere on psychological state. Mixed analysis results showed that the influencing factors of college students' psychological crisis were consistent in terms of emotion regulation strategies, and were expansive in terms of parenting style and perceived campus atmosphere.

Conclusion

Schools and mental health service departments can reduce the risk of psychological crisis by optimizing cognitive reappraisal and reducing expressive suppression, improve the level of psychological crisis by strengthening positive family interaction and blocking negative parenting style, and maintain the mental health level of college students by building a supportive campus environment and alleviating high pressure.

Mental health  /  Questionnaires  /  Regression analysis  /  Students
孙玉静, 尹斐, 王明亮, 姜文龙, 张静. 基于心理健康双因素模型的大学生心理危机相关因素分析. 中国学校卫生, 2025 , 46 (6) : 852 -856 . DOI: 10.16835/j.cnki.1000-9817.2025137
Yujing SUN, Fei YIN, Mingliang WANG, Wenlong JIANG, Jing ZHANG. Analysis of psychological crisis-related factors of college students based on the dual-factor model of mental health[J]. Chinese Journal of School Health, 2025 , 46 (6) : 852 -856 . DOI: 10.16835/j.cnki.1000-9817.2025137
正文
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大学生心理危机是指大学生在面临某些重大生活事件或压力时，因无法有效应对而产生的一种心理失衡状态[1]。心理危机不仅影响大学生个体的成长与发展，也给家庭和学校带来诸多挑战[2-3]。以往研究多从单一研究范式探讨大学生心理危机的影响因素[4]，但单一的研究范式未能充分考虑到心理危机的复杂性，混合研究设计能够整合定量和定性研究的优势、从多个维度对心理危机影响因素展开探索，从而更全面地理解研究对象。因此，本研究采用聚敛式混合研究设计，从双因素(积极-消极)视角[5-7]揭示大学生心理危机的影响因素，为高校制定针对性的心理危机干预方案提供理论依据。
1　对象与方法
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1.1　对象
采用方便抽样方法，于2024年9—12月，选取黑龙江省某医学本科院校2022—2024级在校大学生为研究对象。排除处于休学、退学、长期请假的学生后，共发放660份问卷，回收有效问卷645份，有效率为97.7%。其中男生115名，女生530名；2022级学生204名，2023级229名，2024级212名；年龄范围18~23岁，平均年龄(20.37±2.41)岁。本研究经哈尔滨医科大学大庆校区伦理委员会审批(批号：HMUDQ20240416001)，所有研究对象自愿参与研究，并签署知情同意书。
采用目的抽样法，选择定量分析中存在心理危机[8]的研究对象进行定性分析，采取最大差异法抽取不同人口学特征大学生进行半结构访谈，样本量的确定遵循信息饱和原则，当不再有新的主题出现时，则停止访谈。共纳入15名大学生，其中男生6名，女生9名；年龄18~20岁8名，21~23岁7名；2024级6名，2023级5名，2022年级4名；生源地为城市/镇7名，农村8名；专业分布为护理学6名，中药学2名，康复治疗学4名，医学检验技术3名。
1.2　方法
1.2.1　一般情况调查表
研究团队自编调查表，内容包括性别、年龄、年级、专业等。
1.2.2　大学生心理危机筛查量表(College Students' Psychological Crisis Screening Scale，CSPCSS)
该量表包括心理危机筛查和负性生活事件2个分量表[8]。心理危机筛查分量表共31个条目，包括压力、自杀意念、人际关系、焦虑、自我价值、家庭联结6个维度，采用5级评分(1=“从未出现”~5=“总是出现”)，总分31~155分[8]；负性生活事件分量表，共12个条目，0表示“从未有过”，1表示“曾经有过”，总分0~12分。心理危机界定标准为：心理危机筛查分量表得分≥73分，同时负性生活事件分量表得分≥2分。该量表在本研究中的Cronbach α系数为0.87。
1.2.3　情绪调节问卷(Emotion Regulation Questionnaire, ERQ)
该问卷共包含10个条目，分为认知重评(6个条目)与表达抑制(4个条目)2个维度[9-10]。采用7级评分法，从“非常不同意”到“非常同意”分别计1~7分，2个维度的得分范围分别为6~42，4~28分；得分越高表明该维度的情绪调节策略使用频率越高。本研究中该问卷认知重评与表达抑制维度的Cronbach α系数分别为0.87，0.83。
1.2.4　简式父母养育方式问卷(Short-from Egna Minnen av Barndoms Uppfostran，s-EMBU)[11]
该问卷共42个条目，包括2个部分：(1)父亲教养方式，包括21个条目，情感温暖(8个条目)、拒绝(6个条目)和过度保护(7个条目)3个维度；(2)母亲教养方式，包括21个条目，情感温暖(8个条目)、拒绝(6个条目)和过度保护(7个条目)3个维度。采用4级计分(1=“从不”~4=“总是”)，得分越高代表父母使用该种教养方式的程度越高。本研究从积极教养方式与消极教养方式展开分析，积极教养方式通过情感温暖维度测量，消极教养方式通过拒绝和过度保护维度测量[12]。本研究中该量表的Cronbach α系数为0.95。
1.2.5　感知校园氛围量表(Perceived School Climate Scale，PSCS)
共25个条目，包括教师支持、同学支持和自主性机会3个维度。采用4级评分(1=“从不”~4=“总是”)[13]，总分范围25~100分，分数越高表示学生感知到的校园氛围越积极。该量表具有较好的信、效度[14]，在本研究中的Cronbach α系数为0.95。
1.2.6　定性分析的访谈提纲
根据研究目的，课题组成员初步拟定访谈提纲，并对2例存在心理危机的大学生进行预访谈，根据访谈结果对访谈提纲进行修改后形成正式版访谈提纲，内容如下：(1)您觉得目前心理状态如何？您认为出现这样心理状态的原因是什么？(2)当心理状态不佳时，您一般如何应对？(3)您和家人的关系怎么样？在您遇到困难时，家人通常会给予您怎样的支持？(4)您觉得家庭的教养方式对您的心理状态有何影响？(5)学校的人际关系，像同学关系、师生关系，有没有给您带来过困扰？这些困扰对您的心理产生了怎样的影响？(6)学校的氛围您觉得如何？这种氛围有没有让您感到压力，进而影响到您的心理状态？
1.3　质量控制
研究者使用统一的指导语介绍研究目的及问卷填写的注意事项。问卷填写时间为20~30 min，学生现场填完后立即按班级统一收集、审核。访谈地点选择在独立、安静的校园心理咨询室进行。在访谈开始前，研究者向受访者说明自己的身份、研究的目的和内容，并解释了信息保密的原则。访谈时长约为30 min，访谈结束后，研究者将录音文件逐字转录为文本，并将文本资料返回至受访者处确认。
1.4　统计学分析
采用SPSS 25.0软件进行统计学分析，计量资料不符合正态分布，以M(P25，P75)表示，组间比较采用Mann-Whitney U秩和检验；计数资料采用频数或百分率描述，组间比较采用χ2检验。采用二元Logistic回归分析大学生心理危机的相关因素。定性研究采用主题框架分析法进行深入分析[15]。以P＜0.05为有统计学意义。
2　结果
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2.1　不同组别大学生心理危机报告率比较
645名大学生中，92名(14.3%)存在心理危机。不同性别、年级、专业大学生的心理危机报告率差异均无统计学意义(P值均>0.05)；不同年龄大学生的心理危机报告率差异有统计学意义(P＜0.05)。见表1。无心理危机和有心理危机大学生积极教养方式[44.00(26.00，55.50)，27.00(24.00，43.00)分]、消极教养方式[35.00(26.00，57.50)，63.00(32.75，90.75)]、认知重评[22.08(19.10，25.15)，18.41(11.00，25.17)]、表达抑制[19.22(15.55，22.08)，20.39(17.05，23.37)]、感知校园氛围[78.00(63.00，91.00)，62.00(47.00，77.50)]得分差异均有统计学意义(Z值分别为-4.84，-5.19，-4.51，-2.87，-6.57，P值均＜0.05)。
2.2　大学生心理危机相关因素的二元Logistic回归分析
以大学生心理危机为因变量(否=0，是=1)，以单因素分析中有统计学意义的变量为自变量，进行二元Logistic回归分析。结果显示，积极教养方式、消极教养方式、认知重评、表达抑制、感知校园氛围均是大学生心理危机的相关因素(P值均＜0.05)。见表2。
2.3　大学生心理危机影响因素的定性分析
2.3.1　情绪调节策略对心理状态的差异化影响
认知重评通过重构事件意义的认知策略，大学生能够有效转化压力源，缓解负性情绪。P2：“我会告诉自己失败是暂时的，我把英语四级考试失利看作改进的机会，而不是否定自己，现在学习英语也更有动力了”。表达抑制的情绪累积风险方面，长期压抑情绪表达导致心理问题的躯体化症状累积暴发，增加心理危机发生风险。P3：“我习惯把委屈憋在心里，怕被人觉得脆弱，结果压力越积越多，有时候整宿睡不着，身体出现心悸症状，反而更难集中精力学习”。
2.3.2　家庭对大学生心理状态的塑造
积极教养方式的赋能作用方面，部分大学生提到父母的鼓励与理解对其心理状态具有积极影响。P7：“我妈总跟我说‘办法总比困难多’，每次考试焦虑时想起这句话就放松不少。”消极教养方式的潜在伤害方面，部分大学生指出家庭高压或情感忽视对大学生心理状态产生消极影响。P11：“他们很少关心我的感受，只关注成绩，每次考试没考好，我妈就念叨‘白养你了’，压力大得喘不过气。”有效家庭支持的资源属性方面，家庭支持通过情感联结与资源供给，成为应对压力的核心外部资源。P8：“我姐姐每晚和我视频，聊十分钟废话，听她吐槽工作，反而觉得自己的压力不算啥”。
2.3.3　感知校园氛围对心理状态的双向作用
感知支持性校园氛围的缓冲作用方面，部分大学生表明积极的人际互动和支持可以缓解部分压力。P15：“辅导员发现我情绪差，主动带我去心理咨询室，聊完心理舒服多了”。感知高压性校园氛围的累积压力方面，部分学生过度竞争形成持续性压力源，导致学生身心疲惫与适应性下降。P13：“室友们凌晨还在背书，我躺床上根本睡不着，害怕落后”。
2.4　大学生心理危机影响因素的混合分析
大学生心理危机影响因素在情绪调节策略方面表现为一致性，在父母教养方式方面表现为扩展性，在感知校园氛围方面表现为扩展性。见表3。
3　讨论
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本研究中定量和定性分析结果均表明，认知重评作为积极情绪调节策略，通过重构压力事件的意义降低心理危机风险，表达抑制作为消极情绪调节策略，通过情绪压抑增加心理危机发生风险，与以往研究结果一致[16]。研究发现，经常使用认知重评会降低个体的负性情绪体验并增加其正性情绪体验，进而减轻心理危机水平，表达抑制策略会降低个体的正性情绪，并增强其负性情绪，继而加重个体的心理危机水平[17-18]。研究表明，辨证行为疗法可以减少非适应性情绪调节策略的运用，降低心理危机发生风险[19]。
本研究中定量分析结果表明，父母教养方式是大学生心理危机的相关因素，定性研究扩展了改善心理危机的外部资源，即有效的家庭支持，与以往研究[6]结果一致。积极教养方式通过赋能作用和有效的家庭支持缓解心理危机，而消极教养方式通过过度控制或情感忽视增加大学生心理压力。未来可通过家庭教育课程提升家长积极教养技能，推广家庭支持资源整合策略，建立家庭互动动态监测机制，针对消极教养模式设计认知行为干预方案[20]。
本研究中定量分析结果表明，感知校园氛围是心理危机的相关因素，积极的校园氛围能够有效降低心理危机的发生。定性研究进一步阐释了支持性校园环境在帮助学生应对心理危机中的积极作用。同时，扩展了感知高压环境可能导致学生产生持续性的心理负荷，增加心理危机的风险，与以往研究[5]结果一致。因此，构建支持性的校园环境对于维持大学生心理健康至关重要[21]。干预策略应着重于提升大学生校园氛围的积极感知，通过组织丰富多彩的校园活动、加强师生互动和同学间的支持网络，营造温馨、包容的校园环境。其次，应关注高压性校园氛围的缓解，通过减轻学业压力、提供心理辅导服务和学生压力管理培训，帮助学生有效应对压力。
本研究也存在一定的局限性：首先，定性数据的深度和丰富性可能受限于访谈对象的开放程度和研究者自身的解读能力。其次，干预策略的提出基于现有研究成果和理论假设，尚需通过实证研究进行检验和优化。后续研究可扩大样本范围，深化干预实践。
基金
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  • 黑龙江省哲学社会科学研究规划基金项目(22EDC286)
文献
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2025年第46卷第6期
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doi: 10.16835/j.cnki.1000-9817.2025137
  • 接收时间：2025-03-04
  • 首发时间：2026-11-06
  • 出版时间：2025-06-25
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  • 收稿日期：2025-03-04
  • 修回日期：2025-03-14
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黑龙江省哲学社会科学研究规划基金项目(22EDC286)
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    1哈尔滨医科大学(大庆)护理学院，黑龙江 163319
    2大庆市第四中学
    3大庆市第三医院二病区
    4哈尔滨医科大学附属第四医院护理部

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红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
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