生活事件、应对方式对受艾滋病影响儿童学习压力的影响

发布时间：2018-01-08 03:19

本文关键词：生活事件、应对方式对受艾滋病影响儿童学习压力的影响　出处：《河南大学》2008年硕士论文　论文类型：学位论文

【摘要】： 随着艾滋病(Acquired Immunodeficiency Syndrome,AIDS)在世界的蔓延和中国的发展,受艾影响儿童数量也在持续增加。父母患病或去世给他们造成了沉重的心理负担,这引起政府及广大教育学研究者、心理学研究者的高度关注。通过对受艾影响儿童国内外研究现状述评,我们发现到目前为止国内外关于受艾影响儿童的研究多集中探讨他们的社会支持和心理健康状况,缺乏对受艾影响儿童学习压力的研究。过重的学习压力影响健康,所以考察生活事件、应对方式与学习压力的关系,调整受艾影响儿童的心理状态,帮助他们找到合适的应对方式,培养他们健康的心灵,成了必不可少的工作。本文在“中国艾滋病致孤儿童亲人丧亡和心理社会需求研究:一项纵向研究评估”科研项目访谈的基础,采用问卷法对240名受艾影响儿童进行了调查。本研究中“受艾影响儿童”包括艾滋孤儿(父母一方或双方因艾滋病去世),直接受艾影响儿童(与感染艾滋病的父母或亲属生活在一起),间接受艾影响儿童(生活在艾滋病高发地区,核心家庭内部没有艾滋病感染者),请他们分别填写修订好的问卷,我们通过研究得出以下结论: 1、三类受艾影响儿童在生活事件发生频率和生活事件影响力维度上都差异显著。在一定时间内,艾滋孤儿经历的负性生活事件最多,直接受艾影响儿童次之,间接受艾影响儿童经历的负性生活事件最少;负性生活事件对艾滋孤儿影响最大,其次是直接受艾影响儿童,对间接受艾影响儿童影响最小。 2、受艾影响儿童学习压力总分不存在性别差异;存在显著的年级差异和类别差异,年级越高学习压力越大;艾滋孤儿的学习压力显著大于间接受艾影响儿童的学习压力,艾滋孤儿和直接受艾影响儿童学习压力差异不显著,直接受艾影响儿童和间接受艾影响儿童学习压力差异不显著。 3、间接受艾影响儿童采取的积极应对方式显著多于艾滋孤儿采取的积极应对方式,艾滋孤儿和直接受艾影响儿童差异不显著;直接受艾影响儿童和间接受艾影响儿童差异不显著。 4、生活事件发生频率,生活事件影响力与学习压力总分都存在显著正相关;回归分析表明只有生活事件影响力对学习压力具有重要的预测作用,生活事件影响力能单独解释学习压力得分差异的9.3%。 5、消极应对与学习压力总分存在极其显著的正相关;积极应对与学习压力无明显的相关性。回归分析表明消极应对对学习压力具有重要的预测作用,消极应对能单独解释学习压力得分差异的8.4%。 6、消极应对方式在生活事件影响力与受艾影响儿童学习压力之间扮演中介变量的作用,中介作用为部分中介效应,共同可以解释学习压力的14.8%的变异;中介效应占总效应的18.36%
[Abstract]:With the spread of AIDS Immunodeficiency Syndrome AIDSs in the world and the development of China. The number of children affected by AIDS is also increasing. The illness or death of their parents has caused them a heavy psychological burden, which has caused the government and the vast number of educational researchers. Through the review of the current research situation of children affected by AIDS at home and abroad. So far, we have found that most of the studies on children affected by AIDS have focused on their social support and mental health. Lack of study on the learning stress of children affected by AIDS. Excessive learning stress affects health, so the study of life events, coping styles and learning stress, adjust the psychological state of children affected by AIDS. Helping them find the right way to cope and develop a healthy mind is an essential task. This paper is based on the research project "death of relatives and Psychosocial needs of AIDS-Induced Children in China: a Longitudinal study Evaluation". A questionnaire was used to investigate 240 AIDS-affected children. "AIDS-affected children" in this study included AIDS orphans (one or both parents died of AIDS). Children directly affected by AIDS (living with parents or relatives infected with AIDS and indirectly affected by AIDS (living in areas with a high incidence of AIDS, with no HIV positive within nuclear families). They were asked to fill out the revised questionnaire, and the following conclusions were drawn from the study: 1, three types of AIDS-affected children have significant differences in life event frequency and life event impact dimension. In a certain period of time, AIDS orphans experience the most negative life events. Children directly affected by AIDS followed by children indirectly affected by AIDS experienced the least negative life events; Negative life events had the greatest impact on AIDS orphans, followed by children directly affected by AIDS, and the least impact on children indirectly affected by AIDS. 2, there was no gender difference in the total score of learning stress of children affected by AIDS; There are significant grade differences and class differences, the higher the grade, the greater the learning pressure; The learning stress of AIDS orphans is significantly greater than that of children affected by AIDS indirectly. There is no significant difference in learning stress between AIDS orphans and children directly affected by AIDS. There was no significant difference in learning stress between children directly affected by AIDS and children affected indirectly by AIDS. 3. Children affected by AIDS had more positive coping styles than AIDS orphans, and there was no significant difference between AIDS orphans and children directly affected by AIDS. There was no significant difference between children directly affected by AIDS and children indirectly affected by AIDS. 4. The frequency of life events, the influence of life events and the total score of learning stress were significantly positively correlated; Regression analysis showed that only the influence of life events had an important predictive effect on learning stress, and the influence of life events could explain the difference of learning stress scores by 9.3%. (5) there was a significant positive correlation between negative coping and total score of learning stress. There was no significant correlation between positive coping and learning stress. Regression analysis showed that negative coping had an important predictive effect on learning stress, and negative coping could explain the difference of learning stress score by 8.4%. 6. The negative coping style plays the role of intermediary variable between the influence of life events and the learning pressure of children affected by AIDS, and the intermediary effect is part of the intermediary effect. Together, the variation of 14.8% of learning stress can be explained; Intermediary effect accounts for 18.36% of total effect
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：B844.2

【引证文献】