Efficacy of Home–School Collaboration in Enhancing College Students' Mental Health

IF 2.1 4区医学 Q3 HEALTH CARE SCIENCES & SERVICES Journal of evaluation in clinical practice Pub Date : 2024-12-16 DOI:10.1111/jep.14273

YunFeng Liu

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Abstract

Objective

To investigate the efficacy of home–school collaboration in enhancing college students' mental health.

Methods

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.

Results

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.

Conclusion

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.

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目的调查家校合作对促进大学生心理健康的效果：方法：采用方便抽样法，选取 500 名在校大学生作为调查对象。通过设计问卷，调查大学生的心理健康、自我认同、满意度和家校合作教育现状。对这些因素之间的关系进行了皮尔逊相关分析。此外，还使用 PROCESS 模型研究了中介效应，并使用 Bootstrap 抽样方法对中介效应进行了检验：问卷中各项指标的 Cronbach 系数 α 均在 0.7 以上，表明信度良好。剔除无效问卷后，有效问卷为 463 份，有效率为 97.1%。研究发现，大学生的心理健康和自我认同与家校合作在总分和各维度得分上呈正相关。其中，身份暂停和身份取消的相关程度最高，相关系数为 0.479。满意度和大学生自我认同分别以 "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 "的路径促进家校合作与大学生心理健康之间的关系。此外，'家校合作→满意度→大学生自我认同→大学生心理健康'的行动路径的满意度和大学生自我认同，反映了家校合作对大学生心理健康的影响：结论：家校合作对大学生心理健康发展有积极影响。满意度和大学生自我认同对家校合作与大学生心理健康之间的关系具有连锁中介效应。

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来源期刊

Journal of evaluation in clinical practice 医学-卫生保健

CiteScore

4.80

自引率

4.20%

发文量

143

审稿时长

3-8 weeks

期刊介绍： The Journal of Evaluation in Clinical Practice aims to promote the evaluation and development of clinical practice across medicine, nursing and the allied health professions. All aspects of health services research and public health policy analysis and debate are of interest to the Journal whether studied from a population-based or individual patient-centred perspective. Of particular interest to the Journal are submissions on all aspects of clinical effectiveness and efficiency including evidence-based medicine, clinical practice guidelines, clinical decision making, clinical services organisation, implementation and delivery, health economic evaluation, health process and outcome measurement and new or improved methods (conceptual and statistical) for systematic inquiry into clinical practice. Papers may take a classical quantitative or qualitative approach to investigation (or may utilise both techniques) or may take the form of learned essays, structured/systematic reviews and critiques.