1995~2012年间我国小学教师心理健康状况的元分析

A Meta-Analysis of Primary School Teacher’s Mental Health between 1995 and 2012

摘要: 为了整合关于我国小学教师心理健康状况调查结果，分析导致调查差异的研究特征效应，本文作者对1995~2012年发表的35篇论文(共36个独立样本)，采用90项症状自评量表(SCL-90)的原始研究进行了元分析。样本总量为8400人。元分析结果显示，1) 除人际敏感因子外，其余8个因子的平均效应值均达到了中等效应以上(0.25 ≤ d ≤ 0.8)，即我国小学教师的心理健康状况差于常模群体；2) 出版类型效应部分显著。与核心期刊论文和一般期刊论文相比，学位论文在人际关系、抑郁、焦虑等三个维度上报告了更高的得分；3) 年代效应不显著。4) 性别效应不显著，即男女教师之间的得分差异未达到显著差异。总的来说，小学教师的心理健康状况要差于常模群体。

Abstract: In order to synthesize the controversy results of scores of elementary school teachers on SCL-90, the meta-analysis was used to analyze 35 studies which were published between 1995 and 2012. Those 35 studies included 36 independent samples and 8400 participants. The results were as follows: 1) Except for the dimension interpersonal relationship, other eight factors’ average effect sizes ranged from 0.25 to 0.8 which indicated that those teachers included scored higher than the normal group. 2) The effect of publication type was partially significant. Compared with studies from public periodicals, those from dissertations tended to report higher scores on personal relationship, depression, and anxiety. 3) The effect of year of publication had no significant effect on the scores. 4) The gender effect was also not significant. Specifically, there was no significant difference between different genders. In a word, the mental health of primary teachers was worse than the normal group’s.