共情能力对艺术类专业大学生心理健康水平的影响研究

The Study on the Influence of Empathy Ability on the Mental Health Level of College Students Majoring in Art

摘要: 目的：本研究为了探究艺术类专业大学生共情能力的结构特点与其心理健康水平的关系，为艺术类专业大学生心理健康教育提供实证依据和有针对性的干预方向。方法：采用《人际反应指针(IRI-C)》与《中国大学生心理健康筛查量表(CCSMHS)》对天津市某艺术类高校971名2024级学生开展问卷调查，并对调查数据进行描述性统计和相关分析。结果：1. 艺术类专业大学生心理健康状况不容乐观，51%的学生存在潜在心理困扰及以上程度心理问题且就业压力、网络成瘾和自卑等问题较为突出。2. 艺术类专业大学生共情能力整体处于中等偏下水平(50.46%的学生共情不足)且结构不平衡，具体表现为“观点采择”(2.280 ± 0.942)与“个人痛苦”(2.294 ± 1.168)维度得分较高、“想象力”(1.818 ± 0.970)与“共情性关心”(1.814 ± 1.000)维度得分较低。3. 相关分析显示共情各维度与心理健康的关系呈现差异化模式，“个人痛苦”与自杀意图、就业压力、焦虑等广泛问题呈显著正相关(r = 0.007~0.046, p < 0.01)，“想象力”与绝大多数心理症状呈负相关(r = −0.013~−0.059, p < 0.01)，“观点采择”和“共情性关心”与内化症状(如社交恐惧、焦虑)负相关但与外化症状(如强迫、自伤行为)正相关。结论：1. 艺术类专业大学生的心理健康状况总体欠佳，且面临特定的压力源。2. 艺术类专业大学生的共情能力呈现“结构不平衡”的特点，整体处于中等偏下水平。3. 共情的不同维度与心理健康状况呈现出复杂且差异化的关联模式。

Abstract: Objective: This study aims to explore the specific relationship between the structural characteristics of empathy and mental health levels among college students majoring in art, and to provide empirical evidence and targeted intervention directions for mental health education for this group. Methods: A questionnaire survey was conducted among 971 students of the 2024 cohort from an art college in Tianjin, using the Interpersonal Reactivity Index-Chinese Version (IRI-C) and the Chinese College Students’ Mental Health Screening Scale (CCSMHS). Descriptive statistics and correlation analysis were carried out on the survey data. Results: 1. The mental health status of college students majoring in art is not optimistic: 51% of the students have potential psychological distress or more severe psychological problems, with employment pressure, internet addiction, and feelings of inferiority being particularly prominent issues. 2. The overall empathy ability of college students majoring in art is at a lower-middle level (50.46% of students have insufficient empathy), and its structure is unbalanced. Specifically, the scores for the “Perspective Taking” dimension (2.280 ± 0.942) and “Personal Distress” dimension (2.294 ± 1.168) are relatively high, while the scores for the “Fantasy” dimension (1.818 ± 0.970) and “Empathic Concern” dimension (1.814 ± 1.000) are relatively low. 3. Correlation analysis shows that the relationships between different dimensions of empathy and mental health present a differentiated pattern: “Personal Distress” is significantly positively correlated with a wide range of issues including suicidal ideation, employment pressure, and anxiety (correlation coefficient r = 0.007~0.046, p < 0.01); ”Fantasy” is significantly negatively correlated with most psychological symptoms (correlation coefficient r = −0.013~−0.059, p < 0.01); “Perspective Taking” and “Empathic Concern” are negatively correlated with internalizing symptoms (such as social anxiety and general anxiety) but positively correlated with externalizing symptoms (such as compulsive behavior and self-harm behavior). Conclusions: 1. The overall mental health status of college students majoring in art is relatively poor, and they face specific stressors. 2. The empathy ability of college students majoring in art is characterized by “structural imbalance” and is generally at a lower-middle level. 3. Different dimensions of empathy show complex and differentiated correlation patterns with mental health status.