大学生童年期不良经历及其对心理成长的影响

Adverse Childhood Experiences and Their Influence on Psychological Growth of College Students

摘要: 目的：研究大学生童年期不良经历及其心理成长的现状与关系。方法：采用《儿童期不良经历自我评定量表》、《创伤后成长评定量表》对205名在校大学生进行调查和测量，对所得数据进行描述统计分析、独立样本t检验、Pearson相关分析和线性回归分析。结果：1) 大学生童年期不良经历的发生率是30.7%；2) 在有童年期不良经历的大学生中，虐待领域占比最大(71.4%)，其次是家庭功能失调领域(66.7%)，最后是忽视领域(25.4%)；3) 有童年期不良经历大学生的心理成长显著低于无童年期不良经历的大学生，但他们也仍存在心理成长；4) 大学生童年期不良经历与心理成长及其与他人关系、个人力量和新的可能性维度呈负相关；5) 以童年期不良经历为自变量对心理成长及其各维度进行一元回归分析，童年期不良经历可以负向预测心理成长2.9%、与他人关系5.9%、个人力量2.8%和新的可能性1.7%的变异量。结论：童年期不良经历显著影响了大学生的心理成长，但有此经历的大学生也仍然获得了一定程度的心理成长。

Abstract: Objective: To study the status and relationship between adverse childhood experiences and psy-chological growth of college students. Methods: 205 college students were surveyed with Adverse Childhood Experiences Inventory and Post-traumatic Growth Inventory. And data was analyzed by Descriptive Statistical Analysis, Independent-Sample t Test, Pearson Corrections and Linear Regression. Results: 1) The incidence of adverse childhood experiences among college students was 30.7%; 2) Among college students with adverse childhood experiences, the proportion of abuse was the largest (71.4%), followed by household dysfunction and neglect (66.7%); 3) The psychological growth of college students with adverse childhood experiences was significantly lower than that of college students without adverse childhood experiences, but there was still psychological growth; 4) The adverse childhood experiences of college students were negatively correlated with psychological growth, relationships to others, personal strength and new possibilities; 5) Using adverse childhood experiences as independent variables, the unary regression analysis of psychological growth and its dimensions showed that adverse childhood experiences could negatively predicted the variance of psychological growth by 2.9%, relationships to others by 5.9%, personal strength by 2.8%, and new possibility by 1.7%. Conclusion: Adverse childhood experiences significantly affected the psychological growth of college students, but they still achieved a certain degree of psychological growth.