A recent questionnaire survey conducted by the Social Learning Resources Branch of Higher Education Press among 747 students from 28 universities revealed that 59% of respondents exhibited varying degrees of interpersonal communication difficulties, making this issue relatively more prevalent than other psychological concerns.
Yang Liping, chief planner of the Social Learning Resources Branch responsible for the survey, stated, "Psychological issues among college students have existed before, but our focus has primarily been on their basic needs and academic concerns, with relatively less attention paid to their mental health."
Yang Li-ping highlighted the educational shortcomings within the education sector (particularly universities) regarding student mental health. But what lies behind this? Is it as straightforward as the survey suggests? The survey found that 57.4% of students cited employment as their primary source of stress, while 53.4% identified academic pressure as their biggest burden.
While this represents surface-level findings, it undoubtedly offers clues to uncovering deeper causes. Employment pressure affects everyone, but why has it become the primary barrier to social interaction among university students? My interviews reveal that societal pressures—specifically employment pressures—are readily transmitted through the market-oriented higher education system, acting as a lever that shifts burdens onto students (and even faculty).Consequently, students' primary objectives become employment-driven: studying hard for employment, participating in social practice for employment, pursuing postgraduate studies for employment... Essentially, everything is geared toward bolstering future employment prospects—even if it means fabricating false information.
This is the direct cause. The underlying causes, while still connected to this direct cause to varying degrees, are entirely significant and cannot be overlooked.
First, gaps in certain roles and functions within the education system have led universities to neglect students' psychological well-being. Take counselors, for instance. In theory, they should guide students in life, academics, and ideological development. Yet, whether in the past or present, counselors have become mere decorations—either stepping stones for some (like pursuing graduate or doctoral studies) or rendered powerless.Moreover, the very existence of many universities (and education systems) is problematic. They prioritize employment (or graduate school) outcomes as the ultimate measure of success, rendering everything else negligible—without employment (or graduate school) rates, there is no educational funding! Without funding, nothing can function properly.Secondly, both school education and family education have neglected teaching love—many problems stem from an inability to love, such as social isolation and self-centeredness.The "post-80s generation" (including some "post-90s") faced harsh criticism before the Wenchuan earthquake and received widespread praise afterward. Yet these shifts cannot mend the deep rift in love education within this generation. How did they grow up? Often burdened by parents' excessive expectations, their material needs were never a concern.Thus, the lack of love education became the root cause of the numerous problems accumulated today. Yali Psychology Online
Before his youngest daughter Wu Qing entered university, renowned sociologist Wu Wenzao (husband of Bing Xin) gave her one particular piece of advice: Once you're in college, you should find a suitable partner.Thirty years into reform and opening-up, with increasingly open-minded attitudes today, have any parents given such advice? No! Instead, they spell out exactly what kind of partner to seek. It's no wonder that 27% of college students' social difficulties stem from emotional issues.