武汉科技大学大学生心理健康现状分析与教育改革路径探索

Mental Health Assessment and Educational Innovation Strategies for Undergraduates at Wuhan University of Science and Technology

摘要: 本研究以武汉科技大学本科生为研究对象，基于116份有效问卷数据，采用定量分析方法，系统考察了大学生心理健康状况、教育模式成效及改进需求三个核心维度。研究设计涵盖性别、年级、专业等人口学变量，重点分析了学业压力(86.2%)、人际关系(73.1%)等主要心理压力源的分布特征。研究发现，仅31.9%的受访者主动寻求校方心理援助，这一数据显著低于预期水平。研究进一步揭示，受访者对数字化教育工具呈现显著接受倾向，其中线上平台(58.6%)和AI技术(42.3%)的接受度存在显著差异。通过结构方程模型分析，本研究验证了资源投入不足(64.7%)与形式单一(52.1%)两个潜在变量对教育成效的负向预测作用。研究结果为构建新时代心理健康教育体系提供了实证支持，对高校心理健康工作的数字化转型具有重要启示。

Abstract: The present study focuses on undergraduate students at Wuhan University of Science and Technology (WUST) as the subject of the research. The present study utilized a quantitative analysis approach to systematically examine three core dimensions: the mental health status of students, the effectiveness of current educational models, and the identification of improvement needs. This investigation was grounded in a comprehensive dataset comprising 116 valid questionnaire responses. The research design incorporates demographic variables such as gender, academic year, and major, with a particular emphasis on analyzing the distribution characteristics of key psychological stressors, including academic pressure (86.2%) and interpersonal relationships (73.1%). The findings reveal that only 31.9% of respondents actively sought psychological assistance from the university, a figure significantly lower than expected levels. Further analysis indicates a notable acceptance tendency among respondents towards digital educational tools, with significant differences observed in the acceptance rates of online platforms (58.6%) and AI-based technologies (42.3%). Utilizing structural equation modelling, the present study corroborates the negative predictive effects of two latent variables, insufficient resource allocation (64.7%) and a paucity of diversity in educational formats (52.1%), on the effectiveness of mental health education. The findings of this study provide empirical support for the development of a contemporary mental health education system and offer valuable insights into the digital transformation of university mental health services.