| [OBJECTIVE] To investigate the mental health status of university students and explore the related factors. To study the effect of psychological education on university students' mental health and analyze the influencing factors.[METHODS] A total of 448 university students were sampled from certain university and they were evaluated with a basic information questionary, Symptom Checklist 90 (SCL-90), Self-Rating Anxiety Scale (SAS), Self-Rating Depression Scale (SDS), Eysenck Personality Questionnaire (EPQ) and Trait Coping Style Questionnaire (TCSQ). The prevalence of university students' mental health problems was calculated and the related factors of individual and school were explored. Then, the subjects were divided randomly into two groups. The study group received psychological education that was enforced by the teachers of Department of Psychiatry Shandong University School of Medicine, while the control group was free of psychological education. The psychological education lasted 2 to 4 hours each class, 1 class each week and 3 months in total. The content included denfense, personality, interpersonal communication, the mental health problems that students met frenquently, etc. SCL-90, SAS and SDS were evaluated in both groups at the end of education. The effect of psychological education on university students' mental health was probed and the influencing factors were analyzed.[RESULTS]1 The average total scores of SCL-90 of the 434 students were 144.07±41.82. The total rate of psychological disorders was 32.49%. Among them, the rates of interpersonal sensitivity (8.06%), obsession-compulsion (7.14%), depression (7.14%) and anxiety (6.22%) were much higher.In SAS, the average standard scores of anxiety were 38.63±8.44. The total rate of anxiety was 10.37%. The rates of no anxiety, low anxiety and above moderate anxiety were 89.63%, 3.69% and 6.68%. In SDS, the average standard scores of depression were 40.05±10.09. The total rate of depression was 16.82%. The rates of no depression, low depression and above moderate depression were 83.18%, 9.91% and 6.91%.2 The related factors of university students' mental health problems:The total scores of SCL-90 were positively related to the university students' emotional instability, obvious concealment, negative coding, incorrect study means, heavy loading in study and high pressure in test, indulging of internet (r=0.101～0.283, P<0.05), but negatively related to extrovert, positive coding, good health, good mental diathesis, good ability of adaption, strong self-esteem, strong willpower, high interests in one's major, good study environment, good confidence to job, more sports, more literary and poor family economics (r=-0.258～-0.101, P<0.05).The standard scores of SAS were positively related to the university students' emotional instability, negative coding, heavy loading in study, indulging of internet, liking drinking (r=0.104～-0. 254, P<0.05), but negatively related to positive coding, good health, strong willpower, high interests in one's major, good physical and mental energy and good family economics (r=-0.195～-0. 099, P<0.05).The standard scores of SDS were positively related to the university students' emotional instability, incorrect study means, indulging of internet and poor family economics (r=0.135～-0.188, P<0.05), but negatively related to extrovert, good health, good mental diathesis, good ability of adaption, strong confidence, high interests in one's major, more sports, more literary and poor family economics (r=-0. 382～-0.100, P<0.05).3 The efficacy of psychological education on university students' mental health: In study group, the total rate of psychological disorders was reduced to 11.32%after education. The average total scores of SCL-90, and the factor scores of and the rates of obsession-compulsion, interpersonal sensitivity, depression and anxiety were significantly lowered (t=2.520～3.824, x~2=5.248～8.467, P<0.05), while in control group no difference was found (t=0.021 ～ 1.158, x~2=0.000～0.295, P>0.05). After the psychological education, the standard scores of anxiety and depression in study group were significantly decreased (t =2.194, 3.615; P<0.05), and the rates of above moderate anxiety and depression were also significantly lowered (x~2=9.353,5.802; P<0.05). But no difference was found in control group (t=0.535, -0.178; P>0.05).4 The main influencing factors of psychological education:The correlation analysis showed the degrade values of SCL-90 total scores were positively related to the university students' emontional instability, negative coding, and good study record (r=0.137～0.182, P<0.05), but negatively related to positive coding, good mental diathesis, good ability of adaption, strong self-esteem, high interests in one's major, indulging in internet and drinking frequently (r=-0.281～-0.146, P<0.05). The degrade values of SAS standard scores were positively related to the university students' low interests in love (r=0.141, P<0.05), but negtively related to good ability of adaption, strong self-esteem, high interests in pursuing master degree, high expectation to future, high confidence in employment and smoking frequently (r=-0.220～-0.136, P<0.05). The degrade values of SDS standard scores were positively related to the university students' obvious neuroticism (r=0.137, P<0.05), but negtively related to high expectation to future, high interests in one's major and high interests in study (r=-0. 189～-0.157,P<0.05).In SCL-90, the influencial factors of intervention effect on mental health status were the ability of adaption, hobby and self-esteem, etc. In SAS, the influencial factors of intervention effect on anxiety were the ability of adaption, the confidence in future. And in SDS, the influencial factors of intervention effect on depression were the expectation to future, the attitude to one's major.[CONCLUSION]1) The total rate of psychological disorders is 32.49%. Among them, the rates of interpersonal sensitivity (8.06%), obsession-compulsion (7.14%), depression (7.14%) and anxiety (6.22%) are much higher.In SAS, the total rate of anxiety is 10.37% and the rate of above moderate anxiety is 6.68%. In SDS, the total rate of depression is 16.82% and the rate of above moderate depression is 6.91%.2) The related factors of university students' mental health problems include: emotion stability, concealment, introvert and extrovert, positive coping, negative coping, physical health, mental diathesis, ability of adaption, self-confidence, willpower, the attitude to one's major, study environment, study means, study loading, test pressure, family economics, etc.3) Psychological education plays an important role in improving university students' mental health.4) The main influencing factors on efficacy of psychological education are self-esteem, the ability of adaption, the interests in internet and the attitude to one's major, etc.
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