Wilks Chelsey R, Auerbach Randy P, Alonso Jordi, Benjet Corina, Bruffaerts Ronny, Cuijpers Pim, Ebert David D, Green Jennifer G, Mellins Claude A, Mortier Philippe, Sadikova Ekaterina, Sampson Nancy A, Kessler Ronald C
Department of Psychology, Harvard University, Boston, USA; Department of Health Care Policy, Harvard Medical School, Boston, USA.
Department of Psychiatry, Columbia University, New York, USA.
J Psychiatr Res. 2020 Apr;123:54-61. doi: 10.1016/j.jpsychires.2020.01.009. Epub 2020 Jan 29.
Research consistently documents high rates of mental health problems among college students and strong associations of these problems with academic role impairment. Less is known, though, about prevalence and effects of physical health problems in relation to mental health problems. The current report investigates this by examining associations of summary physical and mental health scores from the widely-used Short-Form 12 (SF-12) Health Survey with self-reported academic role functioning in a self-report survey of 3,855 first-year students from five universities in the northeastern United States (US; mean age 18.5; 53.0% female). The mean SF-12 physical component summary (PCS) score (55.1) was half a standard deviation above the benchmark US adult population mean. The mean SF-12 mental component summary (MCS) score (38.2) was more than a full standard deviation below the US adult population mean. Two-thirds of students (67.1%) reported at least mild and 10.5% severe health-related academic role impairment on a modified version of the Sheehan Disability Scale. Both PCS and MCS scores were significantly and inversely related to these impairment scores, but with nonlinearities and interactions and much stronger associations involving MCS than PCS. Simulation suggests that an intervention that improved the mental health of all students with scores below the MCS median to be at the median would result in a 61.3% reduction in the proportion of students who experienced severe health-related academic role impairment. Although low-cost scalable interventions exist to address student mental health problems, pragmatic trials are needed to evaluate the effectiveness of these interventions in reducing academic role impairment.
研究一直记录着大学生中心理健康问题的高发生率，以及这些问题与学业角色受损之间的紧密关联。然而，关于身体健康问题相对于心理健康问题的患病率及影响，人们了解得较少。本报告通过在美国东北部五所大学对3855名一年级学生（平均年龄18.5岁；53.0%为女性）进行的一项自填式调查中，考察广泛使用的简短健康调查问卷12项版（SF - 12）的身体和心理健康综合评分与自我报告的学业角色功能之间的关联，来对此进行调查。SF - 12身体成分综合评分（PCS）的平均值（55.1）比美国成年人口基准平均值高出半个标准差。SF - 12心理成分综合评分（MCS）的平均值（38.2）比美国成年人口平均值低超过一个标准差。在希恩残疾量表的一个修改版本中，三分之二的学生（67.1%）报告至少有轻度且10.5%报告有严重的与健康相关的学业角色受损情况。PCS和MCS评分均与这些受损评分显著负相关，但存在非线性和相互作用，且涉及MCS的关联比PCS强得多。模拟结果表明，一项将所有MCS评分低于中位数的学生的心理健康改善至中位数水平的干预措施，将使经历严重与健康相关的学业角色受损的学生比例降低61.3%。尽管存在低成本且可扩展的干预措施来解决学生心理健康问题，但仍需要务实的试验来评估这些干预措施在减少学业角色受损方面的有效性。
