Analysis of factors associated of satisfaction of mental health education policies among senior high school students
10.16835/j.cnki.1000-9817.2026275
- VernacularTitle:高中生心理健康教育政策满意度相关因素分析
- Author:
LEE Sujin, WU Xidai
1
Author Information
1. School of International Education, Xuzhou Medical University, Xuzhou 221004, Jiangsu Province, China
- Publication Type:Journal Article
- Keywords:
Students;
Health education;
Policy making;
Adaptation,psychological
- From:
Chinese Journal of School Health
2026;47(9):1252-1255
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the effects of distributive and procedural justice on senior high school students satisfaction with mental health education policies, so as to provide a reference for improving satisfaction with school mental health education policies.
Methods:From November to December 2025, a stratified cluster sampling method was used to conduct a questionnaire survey among 1 795 high school students in a prefecture level city in Jiangsu Province. The questionnaire assessed high school students perceptions of mental health education policies, including distributive justice, procedural justice, and policy satisfaction in two dimensions: curriculum and activities and counseling services. Independent samples t-test and one way ANOVA were used to examine differences in distributive justice, procedural justice, and policy satisfaction across different student groups. Hierarchical regression analysis was used to identify factors associated with policy satisfaction regarding mental health education.
Results:The overall policy satisfaction score among high school students was (3.12±0.99), with the lowest satisfaction score for the curriculum and activities dimension (2.66±1.33). Female students (3.21±0.89), 10th-grade students (3.30±0.87), and students from urban district schools (3.38±0.95) reported significantly higher policy satisfaction scores than male students (3.06±1.06), 11th and 12th-grade students (2.89±1.10 and 3.20±0.94, respectively), and students from county and rural schools (3.10±0.96 and 3.01±1.02, respectively), with statistically significant differences ( t/F =3.35, 29.58, 18.40, all P <0.01). The correlation between procedural justice ( β =0.43) and policy satisfaction was stronger than that for the two dimensions of distributive justice: counseling services and resources ( β =0.14) and courses and activities ( β =0.07) (all P <0.05). The model explained 51.4% of the variance ( R 2=0.514).
Conclusions:Procedural justice is the dominant pathway affecting policy satisfaction. Efforts to enhance satisfaction should prioritize procedural fairness issues, such as privacy protection and feedback channels.
