留守儿童知觉歧视、应对方式与孤独感的关系研究

发布时间：2019-02-25 07:34

【摘要】：农村留守儿童问题是我国在经济发展过程中出现的一个十分特殊的问题,大量留守儿童因缺失父母的伴陪而留下心理隐患。已有许多研究表明留守儿童较非留守儿童存在更多的心理问题。本研究对于留守儿童知觉歧视、应对方式与孤独感进行研究,有利于进一步了解留守儿童心理发展过程中出现的问题,增加留守儿童心理健康教育的工作视角和理论依据。本研究在文献分析的基础上,首先采用个体知觉歧视问卷、应对方式问卷与孤独感问卷对512名留守儿童进行了问卷调查,分析了留守儿童知觉歧视、应对方式与孤独感的现状,检验了各自在人口统计学方面的差异,并探讨了三者之间的关系;其次采用访谈研究了解知觉歧视的具体产生过程;最后通过个案研究验证了叙事治疗对留守儿童知觉歧视与孤独感的干预作用。本研究结论如下:(1)留守儿童知觉歧视年级差异显著,四年级知觉歧视水平最高。(2)留守儿童应对方式在解决问题和幻想上年级差异显著。解决问题应对方式的使用随着年级的增加而上升,幻想的应对在五年级和九年级中存在着显著差异。(3)留守儿童孤独感在人口学变量上差异不显著,留守儿童孤独感普遍存在。(4)留守儿童知觉歧视与自责、幻想、退避、合理化呈显著正相关,与求助呈显著负相关。(5)留守儿童应对方式中的自责、幻想、退避、合理化与留守儿童孤独感呈显著正相关,解决问题、求助与留守儿童孤独感呈显著负相关。(6)留守儿童知觉歧视与孤独感呈显著正相关。(7)留守儿童应对方式在知觉歧视与孤独感中起中介作用,其中求助、合理化独立发挥了显著中介作用。(8)同伴是留守儿童产生知觉歧视的主要途径。(9)叙事治疗对留守儿童知觉歧视与孤独感有良好的干预效果。
[Abstract]:The problem of left-behind children in rural areas is a very special problem in the process of economic development in China. A large number of left-behind children are left with psychological hidden dangers because of the lack of accompanying their parents. Many studies have shown that left-behind children have more psychological problems than non-left-behind children. The research on the perception discrimination, coping style and loneliness of left-behind children is helpful to further understand the problems in the process of psychological development of left-behind children, and to increase the perspective and theoretical basis of mental health education for left-behind children. On the basis of literature analysis, this study first investigated 512 left-behind children by using individual perception discrimination questionnaire, coping style questionnaire and loneliness questionnaire, and analyzed the current situation of perceived discrimination, coping style and loneliness of left-behind children. The differences in demographics were examined and the relationships among the three were discussed. Secondly, interview is used to understand the specific process of perceptual discrimination. Finally, the intervention effect of narrative therapy on perceived discrimination and loneliness of left-behind children is verified by case study. The conclusions of this study are as follows: (1) there are significant differences in the grade of perceived discrimination among the left-behind children, while the level of perceptual discrimination in the fourth grade is the highest. (2) there are significant differences in the coping styles of the left-behind children in the grade of problem-solving and fantasy. The use of problem-solving coping styles increased with the increase of grade. There were significant differences in fantasy coping between grade five and grade nine. (3) there was no significant difference in demographic variables between left-behind children. (4) perceived discrimination of left-behind children was positively correlated with self-accusation, fantasy, retreat and rationalization, and negatively correlated with help-seeking. (5) Self-accusation, fantasy and retreat in coping style of left-behind children. Rationalization was positively correlated with loneliness of left-behind children. (6) there was a significant positive correlation between perceived discrimination and loneliness among left-behind children. (7) coping style of left-behind children played an intermediary role in perceived discrimination and loneliness. Rationalization and independence play a significant intermediary role. (8) Peer is the main way for left-behind children to produce perceptual discrimination. (9) narrative therapy has a good intervention effect on perceived discrimination and loneliness of left-behind children.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

【参考文献】