Hassiri K, Ramyothin T, Mahatnirunkul S, Silpakit P, Lohachinda S, Hayachantha A
Suanprung Hospital, Chiang Mai, Thailand.
J Med Assoc Thai. 1994 Jan;77(1):42-5.
Two hundred and eighty-five students were considered well-behaved, and two hundred thirty-seven students as control group were assessed for their mental health background and mental status. The quality of well-behaved students' parents regarding their ability in bringing up their children was better than that of parents of the control group. Well-behaved students have a higher I.Q. than the control group. They possessed sociable extraversive stable personalities. Regarding their expressions for social acceptance, they needed control people showing them acceptance and wanted to be supervised by others. However, the well-behaved and the students of the control group had no significant signs of difference in expressing love and concern towards oneself. Regarding mental health of the well-behaved, they had normal level of stress and average level of anxiety. The mental health of both groups, for example, stress and anxiety from social-adjustment and being evaluated was not different. Thus, teachers have accurate judgement in distinguishing the well-behaved from the control students. The mental health status of both groups of students was not different. Consequently, the teachers have no worries towards behaviour and mental health status of well-behaved. They can concentrate more on students with problems and behavioural deviations.
285名学生被认为表现良好，另外237名作为对照组的学生接受了心理健康背景和心理状态评估。表现良好学生的家长在养育孩子方面的能力优于对照组学生的家长。表现良好的学生智商高于对照组。他们具有善于社交、外向且稳定的性格。在社会接纳方面，他们需要控制者给予接纳并希望得到他人监督。然而，表现良好的学生和对照组学生在自我表达爱与关心方面没有显著差异。在心理健康方面，表现良好的学生压力水平正常，焦虑水平一般。两组学生的心理健康状况，例如来自社会适应和被评价的压力与焦虑并无差异。因此，教师在区分表现良好的学生和对照组学生方面有准确的判断。两组学生的心理健康状况没有差异。因此，教师无需担心表现良好学生的行为和心理健康状况。他们可以更多地关注有问题和行为偏差的学生。
