艺术类大学生心理健康状况及影响因素分析

Analysis on Mental Health Status and Influencing Factors of Art Students in Normal Universities

摘要: 目的：分析艺术类与非艺术类大学生心理健康状况及影响因素，探讨艺术学习对大学生心理健康的影响，为后期进行艺术心理治疗奠定一定的理论基础。方法：采用自编一般信息调查问卷和症状自评量表(SCL-90)对艺术类和非艺术类大学生进行不同专业、不同年级的分层对照研究。结果：1) 舞蹈类大学生心理健康总分低于美术类大学生，但差异无统计学意义(T = −1.778, P > 0.05)，舞蹈类大学生在强迫、抑郁、焦虑、恐怖、精神病性5个因子分低于美术类大学生，其差异均具有统计学意义(T= −2.386, −0.235, −2.370, −2.099, −2.026, P_均 < 0.05)；2) 舞蹈类大学生与理工类、文史类大学生心理健康总分均不存在显著性差异(T = −0.291, −1.382, P_均 > 0.05)，舞蹈类大学生躯体化因子分高于理工类、文史类大学生，其差异具有显著统计学意义(T = 3.981, 2.295, P < 0.01或0.05)；舞蹈类大学生强迫因子分低于理工类大学生，其差异具有统计学意义(T = −2.074, P < 0.05)；舞蹈类大学生强迫、抑郁和精神病性因子分低于文史类大学生，其差异具有统计学意义(T = −2.975, −2.307, −1.964, P_均 < 0.05)；不同专业的舞蹈类大学生心理健康差异具有统计学意义(F = 5.717, P < 0.05)；3) 美术类大学生与理工类、文史类大学生心理健康均不存在显著性差异(T = 1.597, 0.731, P_均 > 0.05)。美术类大学生躯体化、焦虑因子高于理工类大学生，其差异具有统计学意义(T = 2.456, 2.037, 2.318, P_均 < 0.05)；不同年级的美术类大学生心理健康差异具有统计学意义(F = 5.705, P < 0.05)。结论：不同专业的艺术学习在一定程度上影响了大学生心理健康状况，进一步探究艺术心理疗法的干预作用具有一定的社会意义。

Abstract: Objective: To analyze the mental health status and influencing factors of art students and non-art students, and to explore the influence of art learning on the mental health of college students, so as to lay a certain theoretical foundation for the later stage of art psychotherapy. Methods: A self-compiled general information questionnaire and clinical Symptom Checklist 90 (SCL-90) were used to conduct a stratified control study of art and non-art college students in different majors and grades. Results: 1) Dance classes of college students’ mental health score was lower than students of art, but there was no statistically significant difference (T = 1.778, P > 0.05); dance class students in force, depression, anxiety, phobia, psychotic five factor points were lower than students of fine arts, and the differences were statistically significant (T = 2.386, 0.235, 2.370, 2.099, 2.026, P < 0.05); 2) There was no significant difference between the total score of mental health of college students majoring in dance, science and engineering, and literature and history (T = −0.291, −1.382, P > 0.05). The somatic factor score of college students majoring in dance was higher than that of college students majoring in science and engineering, and the difference was statistically significant (T = 3.981, 2.295, P < 0.01 or 0.05). The forcing factor score of dance students was lower than that of science and engineering students, and the difference was statistically significant (T = −2.074, P < 0.05). The factors of coercion, depression and psychosis in dance students were lower than those in literature and history students, and the differences were statistically significant (T = −2.975, −2.307, −1.964, all P < 0.05). There were statistically significant differences in mental health among college students majoring in dance (F = 5.717, P < 0.05). 3) There was no significant difference in the mental health of college students majoring in art, science and engineering, or literature and history (T = 1.597, 0.731, P > 0.05). The somatization and anxiety factors of art students were higher than those of science students, and the differences were statistically significant (T = 2.456, 2.037, 2.318, all P < 0.05). There were statistically significant differences in mental health among art students of different grades (F = 5.705, P < 0.05). Conclusion: Art learning in different majors affects the mental health status of college students to a certain extent. It is of certain social significance to further explore the intervention effect of art psychotherapy.