Liu YunFeng
Department of Mental Health Service Center, Hunan University of Science and Technology, Hunan, China.
J Eval Clin Pract. 2025 Feb;31(1):e14273. doi: 10.1111/jep.14273.
To investigate the efficacy of home-school collaboration in enhancing college students' mental health.
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.
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.
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.
探讨家校合作对提高大学生心理健康水平的效果。
采用便利抽样法选取某大学500名在校学生作为调查对象。通过设计问卷，对大学生的心理健康状况、自我认同、满意度以及家校协同教育现状进行调查。采用Pearson相关分析探究各因素之间的关系。此外，运用PROCESS模型研究中介效应，并采用Bootstrap抽样法进行检验。
问卷各指标的Cronbach's系数α均高于0.7，表明信效度良好。剔除无效问卷后，有效问卷共463份，有效率为97.1%。大学生心理健康和自我认同在总分及各维度得分上与家校合作呈正相关。其中，延缓偿付型和早闭型自我认同的相关程度最高，相关系数为0.479。满意度和大学生自我认同分别在“家校合作→满意度→大学生心理健康”和“家校合作→大学生自我认同→大学生心理健康”路径中对家校合作与大学生心理健康之间的关系起作用。此外，满意度和大学生自我认同在“家校合作→满意度→大学生自我认同→大学生心理健康”作用路径中，体现了家校合作对大学生心理健康的影响。
家校合作对大学生心理健康发展具有积极影响。满意度和大学生自我认同在家校合作与大学生心理健康之间的关系中起链式中介作用。
