Analysis of mental health literacy and related factors among non-graduating middle school and high school students in Taizhou， Zhejiang Province
10.19428/j.cnki.sjpm.2024.24219
- VernacularTitle:浙江省台州市非毕业班中学生心理健康素养现状及相关因素分析
- Author:
Xiaomin HE
1
;
Jingyi WANG
1
;
Haijiang LIN
2
;
Tingting WANG
2
;
Yuting YANG
1
;
Xiaoxiao CHEN
1
;
Chaowei FU
1
Author Information
1. School of Public Health, NHC Key Laboratory of Health Technology Assessment, Fudan University, Shanghai 200032, China
2. Taizhou Municipal Center for Disease Control and Prevention, Taizhou, Zhejiang 318000, China
- Publication Type:Journal Article
- Keywords:
middle school and high school student;
adolescent;
mental health;
mental health literacy;
relevant factor
- From:
Shanghai Journal of Preventive Medicine
2024;36(12):1174-1181
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo explore the characteristics and major factors influencing mental health literacy (MHL) among non-graduating middle school and high school students in Taizhou, Zhejiang Province, and to provide a reference for the promotion of mental health literacy among adolescents. MethodsFrom September to October 2023, a stratified random cluster sampling method was used to conduct a questionnaire survey among students from three classes each in non-graduating grades in four middle schools and four high schools in Taizhou, Zhejiang Province. The survey included basic demographic information, a Structured Mental Health Literacy Questionnaire (MHLQ), and other psychological scales [Educational Stress Scale for Adolescents (ESSA), Perceived Choice Single Scale (PC), Child Depression Inventory (CDI), Generalized Anxiety Disorder (GAD), The University of California at Los Angeles 3-item Loneliness Scale (UCLA-3) and Multidimensional Scale of Perceived Social Support (MSPSS)]. t-tests, chi-square tests, analysis of variance (ANOVA), and multiple linear regressions were applied for the statistical analysis of the data. ResultsThe mental health literacy average score of 2 094 students was (82.3±15.8) points, with a mean of (4.1±0.8) points. The dimension of belief in mental health rights had the highest score. There were significant differences in the mental health literacy score across different dimensions for students with different household registration, economic levels, academic performance, and father’s education level (P<0.001). Multiple linear regression analysis indicated that rural household registration, lower paternal education level, greater academic pressure, a weaker sense of control over one’s behavior, less social support, and symptoms of loneliness, depression, or anxiety were associated with poorer mental health literacy among the students. ConclusionThe mental health literacy of middle school and high school students in Taizhou is generally good, but there are differences among students with different characteristics. Targeted interventions should be carried out for students from rural areas, with poorer mental health, and less low social support to improve the overall mental health literacy of adolescents.
