دانلود مقاله سلامت روان کامل در کودکان دبستانی
چکیده
مطالعه حاضر
روش
نتایج
بحث
منابع
Abstract
Present Study
Method
Results
Discussion
References
چکیده
سلامت روان کامل با وجود رفاه و فقدان علائم روانی آسیب شناختی مشخص می شود. مطالعات در مورد تأثیر سلامت روان کامل بر عملکرد عمومی مدرسه و سازگاری مدرسه در بین جوانان محدود است، اما ادبیات موجود اثرات مثبت بالقوه آن را نشان داده است. هدف از این مطالعه بررسی چگونگی تأثیر وضعیت سلامت روان کامل بر عملکرد و سازگاری مدرسه در بین کودکان دبستانی است. این مطالعه شامل 362 دانش آموز کلاس 5-8 (10-14 ساله) از یک مدرسه دولتی در شهری در ترکیه بود. یک سری آنالیز واریانس تک متغیره (ANOVA) برای بررسی اثرات افتراقی وضعیت سلامت روان بر عملکرد و سازگاری مدرسه جوانان انجام شد. بیشترین نسبت شرکت‌کنندگان در گروه سلامت روان کامل (n = 246، 68%)، و پس از آن گروه‌های آسیب‌پذیر، مشکل‌دار و دارای علامت اما محتوایی طبقه‌بندی شدند. نتایج مقایسه تعقیبی نشان داد که گروه سلامت روان کامل ارتباط بیشتری با مدرسه خود داشتند، عملکرد تحصیلی بهتری داشتند، رفتارهای اجتماعی بیشتری از خود نشان دادند و قلدری و قربانی شدن کمتری را در مدرسه نسبت به سایر گروه‌ها گزارش کردند. این نتایج نشان می دهد که شناسایی هر دو پریشانی روانی و رفاه برای درک سازگاری و عملکرد کلی دانش آموزان در محیط های مدرسه ضروری است.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Complete mental health is characterized by the presence of well-being and the absence of psychopathological symptoms. Studies on the influence of complete mental health on general school functioning and school adjustment among youth is limited, but existing literature has shown its potential positive effects. The purpose of this study is to investigate how complete mental health status influences school functioning and adjustment among elementary school children. The study included 362 grade 5–8 students (10–14 years of age) from a public school in an urban city of Turkey. A series univariate analysis of variance (ANOVA) was performed to investigate the differential effects of mental health status on youth school functioning and adjustment. The largest proportion of the participants was classified into the complete mental health group (n = 246, 68%), followed by vulnerable, troubled, and symptomatic–but–content groups. Post hoc comparison results showed that the complete mental health group felt greater connection to their school, had better academic functioning, showed more prosocial behaviors, and reported less bullying and victimization in school than the other groups. These results suggest that identifying both psychological distress and wellbeing is integral to understanding the overall adjustment and functioning of students in school settings.
Introduction
During the past decades, positive indicators of mental health have received increasing attention from both researchers and practitioners (e.g., Arslan 2018a; Arslan and Renshaw 2018; Furlong et al. 2013). Mental health has historically been conceptualized in terms of a unidimensional understanding, which is characterized by the absence of social, emotional, and behavioral problems (Payton 2009; Renshaw et al. 2016). Mental ill health, on the other hand, is a broad term that refers to a wide range of difficulties experienced by individuals, from milder circumstances such as stress, worries, and loneliness to more serious conditions such as clinically significant depression, psychosis, and substance abuse (Allen and McKenzie 2015; Glozier 2002; Spiker and Hammer 2019). However, the absence of these psychopathological factors alone is not a sufficient indicator of mental health (Arslan 2019a; Payton 2009). For instance, the World Health Organization (WHO 2003) has stressed the importance of positive indicators of mental health and noted that mental health is “a state of complete physical, mental, and social wellbeing, and not merely the absence of disease or infirmity” (p. 7). Given this definition, mental health is associated with not only the lack of psychopathological symptoms, but also the presence of social, emotional, and psychological wellbeing (Keyes 2014; Seligman and Csikszentmihalyi 2000).
Results and analyses
Findings from observed scale characteristics revealed that all variables had relatively normal distribution (skewness and kurtosis scores ≤ |3|; see Table 1) and adequate-tostrong internal reliability coefficients with the present sample (α range = .67-to-.89). Correlation analysis results showed small-to-large associations between socialemotional health and positive school outcomes (i.e., academic achievement, social acceptance, prosocial behaviors, academic self-perceptions, attitudes toward teachers/school, motivation/self-regulation, and goal valuation), while small-to-moderate relationships have been found between social-emotional health and negative school outcomes (i.e., social exclusion, victimization, and perpetration). Moreover, there were significant and small-to-moderate negative associations between psychological distress, social-emotional health, and school outcomes (see Table 2).