Life satisfaction and mental health among transgender students in Norway
Life satisfaction and mental health among transgender students in Norway
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DOI：
10.1186/s12889-020-8228-5
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发表时间：
2020-01-30
影响因子：
4.5
通讯作者：
Malterud, Kirsti
中科院分区：
文献类型：
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作者：
Anderssen, Norman;Sivertsen, Borge;Malterud, Kirsti
世界各地对跨性别者和其他性别少数群体的社会态度各不相同，在许多文化中，偏见和社会耻辱是常见的。因此，变性人面临着与歧视和公众负面态度有关的挑战。本研究的目的是在全国范围内接受高等教育的挪威学生样本中，比较跨性别学生与顺性别学生的生活满意度、孤独感、心理健康和自杀行为。方法共有50，054名全日制挪威学生完成了在线问卷（回复率30.8%），其中15，399名为顺性别男性，34，437名顺性别女性，28名报告为二元变性人（12名变性女性和16名变性男性），69名非二元变性人。这些措施包括有关性别认同，生活满意度（生活满意度量表），孤独（三项孤独量表），心理健康问题（霍普金斯症状检查表），精神障碍，自杀意念，自杀行为和自我伤害的问题。卡方检验、独立样本Kruskal-Wallis检验和逻辑回归分析被用来检查性别认同之间的差异。结果跨性别学生报告显着更多的心理负担的所有措施。二元和非二元跨性别学生之间的任何措施都没有显着差异。结论调查结果呼吁提高对挪威变性学生的福利和健康的认识。高等教育机构需要考虑在各级采取措施，建立对性别少数群体更具包容性的学习环境。
Background Social attitudes to transgender persons and other gender minorities vary around the world, and in many cultures, prejudices and social stigma are common. Consequently, transgender persons face challenges related to discrimination and negative attitudes among the public. The purpose of this study was to compare life satisfaction, loneliness, mental health, and suicidal behavior among transgender students with cisgender students' experiences in a nationwide sample of Norwegian students pursuing higher education. Methods In total,50,054 full-time Norwegian students completed an online questionnaire (response rate 30.8%), of whom 15,399 were cisgender males, 34,437 cisgender females, 28 individuals who reported being binary transgender (12 transwomen and 16 transmen), and 69 individuals non-binary transgender persons. The measures included questions concerning gender identity, life satisfaction (Satisfaction With Life Scale), loneliness (The Three-Item Loneliness Scale), mental health problems (Hopkins Symptoms Check List), mental disorders, and suicidal ideation, suicidal behavior, and self-harm. Chi-square tests, Independent-Samples Kruskal-Wallis tests, and logistic regression analyses were used to examine differences between gender identities. Results Transgender students reported significantly more psychosocial burdens on all measures. There were no significant differences in any of the measures between the binary and non-binary transgender students. Conclusion The findings call for increased awareness about welfare and health for transgender students in Norway. Higher education institutions need to consider measures at various levels to establish a learning environment that is more inclusive for gender minorities.