目的探究农村初中生自我同一性发展状态及其与心理健康的关系,为农村初中生心理健康教育提供参考。方法运用中国中学生心理健康量表和同一性地位测定量表,对四川省阆中市农村中学生711名实施调查。结果农村初中生自我同一性年级之间差异有统计学意义,有59.7%的七年级学生处于同一性扩散—积极延缓的中间地位(D-M地位),明显高于八年级和九年级;有12.2%的八年级学生处于权威接纳地位(F地位),15.5%的人处于积极延缓地位(M地位),明显高于七年级和九年级;九年级有23.2%的人处于同一性形成—权威接纳的中间地位(A-F地位),明显高于七年级和八年级,性别间差异无统计学意义;自我同一性3个维度与心理健康水平间存在显著相关,对心理健康水平有显著的预测作用。结论现在的自我投入和将来自我投入的愿望是初中生心理健康的重要保护因素。 Objective To explore the relationship between self-identity development of rural middle school students and their mental health and to provide reference for mental health education among rural middle school students. Methods A total of 711 middle school students in rural areas of Langzhong City, Sichuan Province, were surveyed using the Mental Health Scale and the Identity Scale of Chinese Middle School Students. Results There was a significant difference in the grades of self-identity among junior middle school students in rural areas, 59.7% of seventh grade students were in the midst of identity diffusion (DM status), significantly higher than eighth grade and ninth grade, and 12.2% (F position), 15.5% were actively delaying (M position), significantly higher than the seventh grade and the ninth grade; in the ninth grade, 23.2% were in the same status formation - the authority accepted The middle position (AF status) was significantly higher than the seventh and eighth grades. There was no significant difference between the sexes. There was a significant correlation between the three dimensions of self-identity and the mental health level, which had a significant predictive effect on mental health. Conclusion The current self-investment and desire to invest from me are important protective factors for the mental health of junior high school students.