軍校生心理健康與適應狀態於性別因素之探討

背景：軍校女學生比率雖逐漸增加，但以男性為主體之軍校環境中，女學生的心理健康適應為亟需關切的議題。目前國內針對性別議題進行之研究較少，促使筆者進行此篇研究。目的：探討軍校生面對軍事社會環境要求時，其心理健康與適應狀態是否因性別影響而有所差異。方法：採前後比較性研究設計及多重隨機抽樣法，針對西元2008年大學入學的軍校一年級新生，抽取代表性樣本830人參加自填式問卷調查，問卷使用大學心理健康量表及大學生身心適應調查表，並於2012年學生四年級時進行後續追蹤調查。統計分析運用Mann-Whitney U test、Logistic regression、簡單線性迴歸等方法。結果：於Mann-Whitney U test分析中一年級女生於心理健康量表之憂鬱（p ＜ .001）和焦慮傾向（p ＜ .001），及於身心適應調查表之時間管理（p = .035）、家庭（p = .045）、人際（p ＜ .001）、情緒（p ＜ .001）、精神（p = .001）、生理（p ＜ .001）等困擾之得分均比男生高；男生則於感情困擾（p = .002）比女生得分高。四年級女生於心理健康量表之焦慮傾向（p = .032）及身心適應調查表之生涯（p =.003）、家庭（p ＜ .001）、精神（p ＜ .001）、及生理（p ＜ .001）等困擾之程度比男生高；男生則在身心適應調查表之生活困擾（p ＜ .001）的程度比女生高。進一步比較男女學生在其一年級和四年級時心理健康與適應狀態程度的改變量時，於簡單線性迴歸分析中女生於心理健康量表之憂鬱傾向、焦慮傾向、自傷傾向、精神傾向，及身心適應調查表之時間管理困擾、情緒困擾、生理困擾等改變量得分上均比男生高。此外，使用Logistic regression分析顯示，一年級男生在心理健康量表之憂鬱傾向、焦慮傾向、精神困擾及身心適應調查表之生理困擾、情緒困擾的風險分別是女生的0.63、0.45、0.58、0.27及0.55倍，且均達統計顯著意義（p均＜.05），其餘心理健康量表及身心適應調查表的各分量表，與性別之間則未達統計顯著差異。結論／實務應用：本研究顯示在軍事社會環境中，軍校生之心理健康與適應狀態會受到性別因素與高低年級變化的影響而呈現差異性，此結果可提供未來規劃軍校健康促進與心理衛生預防性介入措施之參考。

關鍵字

軍校生；心理健康；適應；性別

並列摘要

Background: The percentage of female students in the military academies in Taiwan increased over time. The healthy psychological adjustment of female students in these predominantly male-oriented institutions lacks research and deserves attention. Purpose: To assess gender differences on military socialization in the adaptation and psychological health of military cadets. Method: This comparative research study used multiple-stratified random sampling of 830 first-year cadets enrolled during the 2008 school year. The participants self-responded to the study questionnaire that included the Mental Health Scale for Undergraduate- Screening Assessment (MHSU-SA) and the College Students' Check List (CSCL). A follow-up survey of the participants was conducted during their fourth year of study in 2012. The Mann-Whitney U test, logistic regression, and simple linear regression were used to analyze the data. Results: The Mann-Whitney U test showed that female participants in their first year scored higher than their male peers on the depression (p ＜ .001) and anxiety (p ＜ .001) subscales of the MHSU-SA and on time-management (p = .035), family (p = .045), interpersonal (p ＜ .001), emotional (p ＜ .001), psychological (p ＜ .001), and physiological (p ＜ .001) disturbance subscales of the CSCL. The test revealed that first-year male participants scored higher than their female peers only on the subscale for emotional disturbance (p = .002). In the four-year follow up survey, female participants in their fourth year scored higher than their male peers on the anxiety subscale of the MHSU-SA and on the career (p = .003), family (p ＜ .001), psychological (p ＜ .001), and physiological (p ＜ .001) disturbance subscales of the CSCL. By contrast, fourth-year male participants scored higher than their female peers only on the subscale for life disturbance (p ＜ .001). After using simple linear regression to compare the changes in the observed variables in male and female participants, respectively, between the first-year and fourth-year datapoints, this study shoed that the scores for females improved significantly more than the scores for their male peers on the four MHSU-SA subscales of depression, anxiety, self-harm, psychology, and on the three CSCL subscales of time-management, emotional, and physiological disturbance. Logistic regression analysis demonstrated that the risks faced by first-year male participants of depression, anxiety, and psychological troubles (MHSU-SA) and of physiological and emotional disturbances (CSCL) were, respectively, 0.63, 0.45, 0.58, 0.27, and 0.55 times that of their first-year female peers. those differences all achieved statistical significance (p ＜ .001). By contrast, the scores for all of the other subscales of these two instruments did not differ significantly between the two gender groups. Conclusion/ Implication for Practice: The present study supports that gender is a factor that impacts the psychological health, adaptation and that the status would change over time from low to high grades of cadets at military academies. The results may be used in the development of programs designed to promote the health of cadets enrolled at military academies and in the development of related mental-health interventions.