What is the standard of mental health of middle school teachers?

Most teachers agree with eight concepts of mental health. Among them, the proportion of approval for T2, T3, T8 and T7 is as high as 94.65438 0%, 93.0%, 965438 0.3% and 90.2% respectively. The approval rates of T 1, T4 and T6 reached 86.0%, 85.3% and 84.6% respectively. The approval rate of T5 is 63.2%, which shows that middle school teachers are not as clear as other contents about whether this content belongs to mental health. Among the attitudes towards T5, 34.4% were unclear, and 14.4% of the teachers objected. See table 1 for the χ 2 test results of the distribution of the number of students with three attitudes on the connotation expression of various students' mental health concepts. Table1t1t2t3t4t5 T6 T7 t8x2 357.259 474.678 458.629 347.944121.203 339.489+0.517 436438. The χ 2 value of T5 is the lowest, which shows that the number of teachers in the three attitudes is relatively uniform, that is, teachers' attitudes towards T5 are relatively inconsistent. 3. 1.2 Differences in teachers' understanding of the concept of mental health This study conducted a 2×3 or 3×3 contingency table analysis of teachers' variables, such as gender, teaching experience, professional title, whether teachers have been head teachers, working years of head teachers, grades and school types, and their three attitudes towards various statements. Table 2 reports the independent test results of different types of teacher variables and their attitudes. Table 2 The χ 2 analysis table of teachers' understanding of mental health states whether the junior middle school teachers of the project gender are class teachers χ 2p χ 2p χ t1-kloc-0/5.98 0.000-6.655 0.036 T2-T3-T4-1 2.65 0.029-T5-T6 8.706 0.0137. There are no differences in teachers' understanding of the eight connotations in different teaching years, working years of class teachers, professional titles and different types of schools. It shows that the understanding of the connotation of students' mental health concept is not affected by teaching experience, working experience, title of class teacher and school category (note: these four teacher variables are not included in the table). (2) Table 2-3 shows that the understanding of T2, T3 and T5 has nothing to do with the teacher's teaching experience, gender, professional title, working years of the head teacher, different school categories and different grades taught. (3) For T6, that is, "the behavior conforms to the age characteristics and hue of students at this stage", teachers of different sexes, high school teachers and junior high school teachers, urban teachers and rural teachers have different attitudes, that is, different understandings. The specific conclusion is that female teachers, urban teachers and high school teachers are more in favor of this article, and its frequency is higher than expected. On T 1, that is, "know yourself correctly and be kind to yourself", the number of junior high school teachers in favor is lower than expected, and senior high school teachers are higher than expected. Urban teachers agree with this statement as the connotation of mental health concept more than rural teachers. In addition, as can be seen from the table, whether to be a class teacher is related to T4, that is, "being able to overcome learning difficulties and have a certain tolerance for other setbacks", and T8, that is, "having strong adaptability and being able to adapt well to the collective life of schools and classes". Teachers who have been class teachers prefer T4 and T8. 3. 1.3 The relationship between teachers with different attitudes towards the eight statements and the mastery of conditional knowledge. A total of 72 teachers took the conditional knowledge test. In this study, the differences of conditional knowledge scores of teachers with three different attitudes were compared by variance analysis. Results As shown in Table 3, the differences of conditional knowledge scores in Table 3 tested the connotations of eight mental health concepts. The average score of different attitude groups is T 1T2T3 T4 T5tT6 T7 T8 Disapproving 38.548.042.545.338.044.035.442.7 Not clear 46.3. 48.0 37.7 42.2 38.139.0 43.3 44.2 in favor of 41.641.542.041.543.241.942.34/kloc-. 38+0.8210.38 472.7910.335.507 2.02.269 significance+0.770.259.5885866 There are significant differences in the scores of conditional knowledge among teachers with different attitudes (P=0.04 1. In the further multiple comparisons of the average scores of conditional knowledge by LSD method, the average difference of the scores of conditional knowledge between teachers who agree with T5 and those who are unclear is 5.0726, and the standard deviation is 2.2887 (P=0.30). In other paired comparisons, the average difference did not reach a significant level. It can be seen that teachers who are in favor have a better grasp of conditional knowledge than teachers who are not clear. In turn, it can be explained that the mastery of conditional knowledge affects the understanding of T5, a mental health concept. 3.2 Teachers' Implicit Standards for Students' Mental Health Is there a certain gap between teachers' overall recognition of students' mental health concept statement and the actual implicit theory? Now the related research results are reported as follows: 3. 2. 1 32 words' importance in judging students' mental health. In the ranking of importance, the top seven are: self-confidence, strong curiosity, cheerful mood, ability to concentrate in class, perseverance, willingness to learn, and enthusiasm for school and class collective activities. Generally speaking, when teachers judge students' mental health, just like the general public judges the mental health of ordinary people, they first consider the dimension of emotion. It is true that expressing mental health with cheerful mood is as universal as expressing physical health with body temperature. In addition, teachers have fully realized the importance of self-confidence in judging students' mental health. At the same time, we can also see that as a teacher group, when judging students' mental health, we mainly consider students' school activities, especially learning activities. Some teachers confuse some non-mental health standards such as moral and discipline requirements when judging whether students are mentally healthy or not. In order of importance, the seven lowest scores are: good at communication; There is little rebellious mentality; Get along well with classmates; Not opinionated; Clever; Self-knowledge; Coordinated action and moderate response. Thus, when judging students' mental health, teachers do not pay much attention to the criteria of students' communication, nor do they pay attention to the problems existing in students' communication and between teachers and students. Only 38.7% people think that "being sociable" is very important or very important when judging whether students are psychologically healthy, and only 4 1.7% people think that "getting along well with classmates" is very important or very important. Subsequent empirical research will report the deviation of teachers' implicit judgment standards. 3.2.2 Research on the Confusion between Standard and Non-standard For the convenience of research, this study defines 32 descriptive sentences about students' psychology and behavior that reflect the requirements of moral standards and school rules and regulations and are easily confused with mental health standards as "non-standard sentences", that is, ***5 descriptive sentences about students' psychological and behavioral characteristics that cannot be confused with mental health problems, which are pointed out by many experts and scholars. At the same time, on the basis of consulting experts, delete controversial sentences from the remaining 27 sentences, and select 18 as the most important sentence to judge students' mental health, which is defined as "standard sentence". See Table 4 for the results of paired t-test of teachers' average score given by standard sentences and non-standard sentences: Table 4 Mean deviation standard deviation standard deviation t value df significance standard sentence-.1076.4618 2.730e-02-3.939 285.000 The results show that teachers give non-standard sentences. And p is less than 0.05, the difference is significant. This shows that the teacher did not strictly distinguish between correct standards and incorrect standards, and mixed some moral and disciplinary standards when judging whether the students were psychologically healthy. What factors affect teachers' confusion about students' mental health standards, and which types of teachers are more confused? Through the composite difference analysis of the importance score of "non-standard sentences", the results show that: teachers' gender, teaching experience, professional title, whether they have been head teachers or not, and the school category (key or non-key; The main effect of these factors is not significant, and the interaction has not reached a significant level. This study has further explored this. Firstly, we analyze the correlation between the scores of nonstandard sentences and continuous variables such as teaching years, working years of class teachers and conditional knowledge scores. The results are shown in Table 5. Table 5 Correlation analysis * indicates that P < 0.05. The results show that the score of nonstandard sentences is positively correlated with the working years of the class teacher. The longer the working years, the more attention is paid to the requirements of morality and discipline. In addition, the score of conditional knowledge is not related to whether teachers confuse students' mental health standards. Secondly, the difference between the scores of standard sentences and non-standard sentences (called △ score) is calculated, and the related factors affecting △ score are discussed. Through t-test and variance analysis, it is found that there are significant differences in delta scores among teachers of different length of service groups. The results are consistent with the correlation analysis. See Table 6: Table 6 Analysis of Variance of△ Score of Working Years of Class Teachers 1-3 years (N=8 1) 4- 10 years (n =105)1-20 years (. Average standard deviation average standard deviation average standard deviation .0103a.4405-.1651.4988-.1904.3629-.0944.3285 2.66 * Note: A stands for/kloc. From the above results, it can be seen that the average delta score of all age groups is less than zero except the 1-3 age group. With the increase of age, the confusion between standard and non-standard is becoming more and more serious, and the confusion degree of this group has declined for more than 20 years. From the above analysis, we can see: ① It is a common and complicated phenomenon to mix moral standards and students' conduct standards into students' mental health standards. (2) With the increase of the working years of the head teacher, teachers can't tell the boundaries between norms and non-norms. ③ Although the conditional knowledge mastered by the subjects is helpful to understand some declarative sentences of the concept of mental health, it is not helpful to accurately distinguish between standard and non-standard. 3.2.3 Research on Teachers' Understanding of the Importance of Communication Dimension This study calculates the average score of each sentence in students' interpersonal dimension (the new variable is named "communication sentence"). Paired t test was conducted with the average score of "standard sentence" T See Table 7 and Table 7 for the test results. Pairing of communicative sentences and standard sentences. T- test mean deviation standard deviation T- value df significant communicative sentence-standard sentence-012.5133.023e-02-13.600 285.000 Obviously, the average score of communicative sentences is lower than that of standard sentences, and the difference is obvious. This shows that teachers pay less attention to the communication dimension in their understanding of mental health standards. 4. Discuss 4. 1 The influence of the construction of correct concept on grasping the concept of students' mental health. The research shows that there is actually a distance between the recognition of mental health standards defined by experts and the specific standards used, and attitude recognition is not completely equal to the real concept. Osterman et al. (1993) divide teachers' theoretical knowledge into two categories: one is "advocated theory", which makes teachers easily aware and report, and is more easily influenced by new external information, but it cannot directly affect teaching behavior; The other is "adopted theory", which has a direct and important influence on teaching behavior, but it is not easy for teachers to realize it or change it under the influence of new information, and it is more influenced by culture and habits. Based on this theory, we generalize the hypothesis that teachers' understanding of students' mental health standards is also divided into "advocacy standards" and "adoption standards". This study shows that there are also differences between them. The standards advocated by teachers reflect that most teachers have a positive attitude towards the standards of students' mental health expressed by experts and scholars, while the standards of students' mental health actually adopted by teachers will reflect that they are inconsistent with the "advocated standards". Teachers have a high recognition rate of the connotation expression of students' mental health concept, but there are many problems in the actual judgment criteria analyzed, including the phenomenon of matching the items they agree with. There are also many differences in teachers' understanding and grasp of mental health standards, which is obviously caused by the differences in teachers' implicit concepts, and it is this inner concept that really affects teachers' behavior and the operation of judgment standards. If teachers really want to master the correct standards for judging students' mental health, distinguish different behaviors among students, and then exert correct influence, they cannot do without correct educational ideas. The construction of teachers' concept is a complex problem, which is influenced by environmental and cultural factors including school environment and student group characteristics, as well as personal knowledge background and work experience. The correct attitude is only the premise of the formation of the correct concept, and it is inseparable from the theoretical cultivation of pedagogy and psychology to internalize it into the internal concept that guides action. Understanding the concept of mental health is closely related to the knowledge of psychology and pedagogy. At present, the popularization of pedagogy and psychology knowledge among teachers is not ideal, and many latest research achievements and ideas have not really been understood and accepted by most teachers, thus turning them into teachers' ideological motivation. As far as the understanding of the connotation concept of "harmonious and complete personality" as a mental health standard is concerned, many teachers are not clear about the true psychological meaning of "personality", and it is even more difficult to distinguish the personality characteristics of each stage, and it is difficult to understand and grasp the connotation of students' mental health concept from the personality dimension. We know that people have different personality characteristics at each stage of development, and different people also have personality differences, but the requirements for harmonious and complete development of personality are the same. With the change of teachers' educational concept, people will increasingly realize the importance of sound personality and personality in people's growth. The harmonious development of personality can be said to be the highest sign of mental health, which is undoubtedly one of the important connotations of the concept of mental health. At present, the quality education we implement is to overcome the disadvantages of exam-oriented education, correct the tendency of emphasizing intellectual development and ignoring non-intellectual factors, and pay attention to the cultivation of sound personality. Quality education emphasizes a sound and harmonious personality, which is based on respect for people themselves, rather than an applied education that ignores the coordinated development of people's knowledge, feelings and intentions and the continuous improvement of self-awareness and motivation. It is found that teachers who master conditional knowledge have a clearer understanding of personality and agree with this standard more than those who fail the conditional knowledge test. This is similar to Sang Biao's (1998) survey on Shanghai's public mental health view. Sang's research shows that the higher the education level of Shanghai public, the more they can realize that "integrity and harmony of personality" is one of the important connotations of mental health. Of course, if the harmonious development of personality is taken as a concrete standard, there are also problems that are difficult to be professional, theoretical and operational. Only when the psychological theory level of middle school teachers is generally improved can it help to grasp the harmonious development of personality and clarify the operable mental health standards of students in this dimension. 4.2 Confusion between standards and non-standards Teachers do not strictly distinguish between correct standards and incorrect standards. When judging whether students are psychologically healthy, some moral and disciplinary standards are confused. This reflects the current situation that moral discipline education and mental health education are confused in educational content from one side. In various versions of mental health education textbooks, some have compiled moral education content, while moral education textbooks contain the content of mental health education (Yao Lan, 1999). In addition, teachers are often accustomed to the ways and methods of moral education when solving various psychological problems in students' growth. The evaluation of mental health is equivalent to the evaluation of personality. What factors are related to the confusion between standard and nonstandard? In this study, teaching experience, professional title, gender, whether I have been a class teacher, school category (key or ordinary; Urban or rural), the mastery of conditional knowledge, these variables have not found relevant influencing factors, which shows that it is a common and complicated phenomenon to mix moral standards and students' moral standards into students' mental health standards, and there are deep-seated reasons. As we know, moral requirements and discipline constraints are external regulations on students' behavior. People have long been accustomed to using these external regulations to measure students' behavior, and even generalize them as judgments on students' mental health, ignoring the needs of students' internal psychological development and ignoring the internal regulations on students' mental health judgment. It is worth noting that the increase of the working years of the head teacher can't make teachers distinguish between standard and non-standard, which is related to the fact that mental health education has just started and teachers generally don't have enough theoretical knowledge related to students' mental health. This phenomenon does exist in reality: some teachers will do patient and meticulous political and ideological work for students, but they may not necessarily master the skills of mental health education. 4.3 Teachers' understanding of the one-dimensional judgment standard of interpersonal relationship and communication activities. Teachers pay insufficient attention to the one-dimensional judgment standard of students' mental health, which contains complex reasons in cultural background. In the comparison of cultural differences between the East and the West, we find that we tend to despise interpersonal communication rather than the important position of extroversion in personality development. In the long-term habitual thinking, we often emphasize sociality rather than individuality, overemphasize people's "screw" role status and rigid role hierarchy status, and ignore people's active, equal and healthy communication. This may be the result of the long-term accumulation of negative aspects in our cultural background. Reflected in teachers' criteria for judging mental health, it shows that students' communication is not paid enough attention to. Some teachers also think that whether they are willing to communicate is only caused by students' personality characteristics. In fact, good interpersonal relationship is an inevitable requirement of modern society, and its quality reflects a person's mental health level from one side. A series of emotional manifestations, such as excessive indignation, depression, anxiety and loneliness, are often hidden behind tense interpersonal relationships. In fact, good interpersonal relationship is not only an external condition for maintaining healthy psychology, but also one of the criteria for judging students' mental health, which is necessary for the healthy growth of students of any personality type. Teachers should attach importance to students' interpersonal communication, consciously cultivate students' communicative competence, and try their best to eliminate students' strangeness and loneliness towards teachers in teacher-student communication. A mentally healthy person is honest, fair, modest and tolerant when getting along with others, and has a trust and friendly attitude towards the people around him, so he can get a harmonious interpersonal relationship. But the more people with psychological problems, the more interpersonal contradictions. For example, 1984' s research on the mental health status of 554 primary and middle school students in four middle schools in Taiming City, Jiangsu Province shows that students with mental health problems often have worse interpersonal relationships than normal students. (Zhang Chengfen, 1997) Huichang Chen (1998) pointed out on the basis of studying the "Big Five" theory of personality: a comprehensive personality is to cultivate talents who are extroverted, have good interpersonal relationships, are conscientious and responsible, work hard, are emotionally stable, are good at adapting to the environment, are brave in innovation and are smart and agile. It can be seen that good communication skills are an important symbol of mental health and an integral part of a harmonious and complete personality. Conclusion 5. 1 Teachers agree with experts and scholars' views on the connotation definition of students' mental health standards, but the proportion of "harmonious and complete personality" is high. The mastery of conditional knowledge is related to the understanding of this connotation. However, conditional knowledge does not play its due role in teachers' accurate grasp of students' mental health standards, especially in distinguishing between standards and non-standards, bad behavior and mental health. 5.2 Teachers' attitudes towards certain standards are inconsistent with the actual implicit standards. Teachers' implicit standards have two shortcomings. One is the lack of understanding of the importance of students' communication and good interpersonal relationship; The second is to confuse some moral standards, school rules and regulations with mental health standards.