{"title":"家校合作促进大学生心理健康的效果","authors":"YunFeng Liu","doi":"10.1111/jep.14273","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objective</h3>\n \n <p>To investigate the efficacy of home–school collaboration in enhancing college students' mental health.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The convenience sampling method was used to select 500 students studying at University as survey participants. By designing a questionnaire, college students' mental health, self-identity, satisfaction and the status quo of home–school collaborative education were investigated. Pearson's correlation analysis was conducted to explore the relationships among these factors. Furthermore, the PROCESS model was used to study the mediating effect, which was tested using the Bootstrap sampling method.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Cronbach's coefficient α was above 0.7 for each index in the questionnaire, indicating good reliability. After excluding invalid questionnaires, 463 valid ones remained, with a validity rate of 97.1%. College students' mental health and self-identity were found to be positively correlated with home–school collaboration in terms of total scores and scores for each dimension. The highest degree of correlation was observed for identity moratorium and identity foreclosure, with a correlation coefficient of 0.479. Satisfaction and college students' self-identity contribute to the relationship between home–school collaboration and college students' mental health in the paths ‘home–school collaboration → satisfaction → college students' mental health’ and ‘home–school collaboration → college students' self-identity → college students' mental health,’ respectively. Additionally, satisfaction and college students' self-identity for the action path ‘home–school collaboration → satisfaction → college students' self-identity → college students' mental health,’ reflecting the impact of home–school collaboration on college students' mental health.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>Home–school collaboration positively influences the development of college students' mental health. Satisfaction and college students' self-identity have a chain mediating effect on the relationship between home–school collaboration and college students' mental health.</p>\n </section>\n </div>","PeriodicalId":15997,"journal":{"name":"Journal of evaluation in clinical practice","volume":"31 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Efficacy of Home–School Collaboration in Enhancing College Students' Mental Health\",\"authors\":\"YunFeng Liu\",\"doi\":\"10.1111/jep.14273\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>To investigate the efficacy of home–school collaboration in enhancing college students' mental health.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The convenience sampling method was used to select 500 students studying at University as survey participants. By designing a questionnaire, college students' mental health, self-identity, satisfaction and the status quo of home–school collaborative education were investigated. Pearson's correlation analysis was conducted to explore the relationships among these factors. Furthermore, the PROCESS model was used to study the mediating effect, which was tested using the Bootstrap sampling method.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Cronbach's coefficient α was above 0.7 for each index in the questionnaire, indicating good reliability. After excluding invalid questionnaires, 463 valid ones remained, with a validity rate of 97.1%. College students' mental health and self-identity were found to be positively correlated with home–school collaboration in terms of total scores and scores for each dimension. The highest degree of correlation was observed for identity moratorium and identity foreclosure, with a correlation coefficient of 0.479. Satisfaction and college students' self-identity contribute to the relationship between home–school collaboration and college students' mental health in the paths ‘home–school collaboration → satisfaction → college students' mental health’ and ‘home–school collaboration → college students' self-identity → college students' mental health,’ respectively. Additionally, satisfaction and college students' self-identity for the action path ‘home–school collaboration → satisfaction → college students' self-identity → college students' mental health,’ reflecting the impact of home–school collaboration on college students' mental health.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>Home–school collaboration positively influences the development of college students' mental health. Satisfaction and college students' self-identity have a chain mediating effect on the relationship between home–school collaboration and college students' mental health.</p>\\n </section>\\n </div>\",\"PeriodicalId\":15997,\"journal\":{\"name\":\"Journal of evaluation in clinical practice\",\"volume\":\"31 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-12-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of evaluation in clinical practice\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jep.14273\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of evaluation in clinical practice","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jep.14273","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
Efficacy of Home–School Collaboration in Enhancing College Students' Mental Health
Objective
To investigate the efficacy of home–school collaboration in enhancing college students' mental health.
Methods
The convenience sampling method was used to select 500 students studying at University as survey participants. By designing a questionnaire, college students' mental health, self-identity, satisfaction and the status quo of home–school collaborative education were investigated. Pearson's correlation analysis was conducted to explore the relationships among these factors. Furthermore, the PROCESS model was used to study the mediating effect, which was tested using the Bootstrap sampling method.
Results
Cronbach's coefficient α was above 0.7 for each index in the questionnaire, indicating good reliability. After excluding invalid questionnaires, 463 valid ones remained, with a validity rate of 97.1%. College students' mental health and self-identity were found to be positively correlated with home–school collaboration in terms of total scores and scores for each dimension. The highest degree of correlation was observed for identity moratorium and identity foreclosure, with a correlation coefficient of 0.479. Satisfaction and college students' self-identity contribute to the relationship between home–school collaboration and college students' mental health in the paths ‘home–school collaboration → satisfaction → college students' mental health’ and ‘home–school collaboration → college students' self-identity → college students' mental health,’ respectively. Additionally, satisfaction and college students' self-identity for the action path ‘home–school collaboration → satisfaction → college students' self-identity → college students' mental health,’ reflecting the impact of home–school collaboration on college students' mental health.
Conclusion
Home–school collaboration positively influences the development of college students' mental health. Satisfaction and college students' self-identity have a chain mediating effect on the relationship between home–school collaboration and college students' mental health.
期刊介绍：
The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.
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