目的:了解有“留守”经历医学生总体幸福感、心理安全感与社会支持的现状及其关系,为高校心理健康教育工作提供依据.方法:采用总体幸福感量表、心理安全感量表及社会支持量表对遵义医学院珠海校区212名有“留守”经历医学生和560名非“留守”经历医学生进行调查.结果:有“留守”经历医学生与非“留守”经历医学生在总体幸福感及心理安全感各维度的得分差异均有统计学意义(P＜0.05);在主观支持维度上的得分差异无统计学意义(P＞0.05);在社会支持总分、客观支持及对支持利用度上的得分差异有统计学意义(P＜0.05);有“留守”经历医学生在总体幸福感、心理安全感及社会支持各维度之间均呈显著相关(P＜0.05);心理安全感在社会支持对总体幸福感的预测中起着部分中介作用,即社会支持通过心理安全感对有“留守”经历医学生总体幸福感起作用.结论:“留守”经历对医学生心理安全感发展具有较大影响,应重视心理安全感在总体幸福感和社会支持关系中的部分中介作用.%Objective: To know the relationship between subjective well-being, sense of security and social support of medical college students of left-home experience. Methods: By adopting the general Well-being Questionnaire, sense of security scale and Perceived social support scale to evaluate 212 medical college students who had stay-at-home experience and 560 medical college students who had not stay-at-home experience. Results: There was significant difference in general well-being and sense of security between medical students who had stay-at-home experience and who had not stay-at-home experience (P<0.05). and there was also significant difference in objective support and utilization of subjective support between medical students who had stay-at-home experience and who had not stay-at-home experience (P<0.05) .but there was no statistical significance in subjective support between medical students who had stay-at-home experience and who had not stay-at-home experience (P>0.05). Conclusion: Earlystay-at-home experience has great influence on medical college students of sense secur-ity. And we should pay attention to the intermediary role of security between social support and subjective well-being.
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