农村留守儿童亲子分离适应及其影响因素研究

发布时间：2019-03-26 18:44

【摘要】：亲子分离是农村留守儿童问题的重要特征。如何促进农村留守儿童在认知、情感和行为等方面做好分离的心理准备,是农村留守儿童弹性发展过程中必须要解决的重要课题。亲子分离后,农村留守儿童究竟经历了怎样的适应过程?如何科学测量农村留守儿童分离适应的状况?哪些因素会影响到亲子分离适应的结果?为解决这些问题,研究一采用质性研究方法,通过对21名有留守经历的来自农村的大一新生的回溯性访谈,揭示农村留守儿童亲子分离适应的指标、适应过程及影响因素。研究二编制农村留守儿童亲子分离适应问卷,并考察其各项心理测量学指标。研究三对农村留守儿童亲子分离适应的特点,及亲子沟通、社会支持与亲子分离适应的关系进行研究。主要结果如下:(1)农村留守儿童亲子分离适应包括心理适应和社会适应两方面,面对亲子分离时会经历新奇期、痛苦期、顺应期和掌控期等四个发展阶段。农村留守儿童亲子分离适应过程呈现四种类型:U型、J型、水平线型、波幅逐渐减小的波形图型。影响亲子分离适应的因素主要有:社会支持、亲子沟通、阅读、班级内部留守儿童所占比例、自身性格、亲子重聚次数、分离时间等。(2)编制的农村留守儿童亲子分离问卷包括心理适应和社会适应两个分量表,共33个项目。其中,心理适应分量表包括负性体验、积极体验、习惯化3个维度,共17个项目,分量表及其各维度α系数分别为0.87和0.85、0.81、0.71;社会适应分量表包括外化问题、学习适应和积极应对3个维度,共16个项目,分量表及其各维度的α系数分别为0.69和0.65、0.53、0.55;两分量表总分及各维度的重测信度在0.37至0.67之间。另外,内容效度、结构效度和效标效度等多项指标均达到了心理测量学基本标准,表明该问卷具有较好的信效度指标。(3)在心理适应和社会适应总分及各维度上均存在显著的年级段差异;在心理适应总分及负性体验、积极体验维度上存在显著的性别差异;在学习适应维度上存在显著的家庭经济条件差异。另外,社会支持在农村留守儿童亲子沟通与心理适应或社会适应中均发挥部分中介作用。
[Abstract]:Separation of parents and children is an important feature of left-behind children in rural areas. How to promote the psychological preparation of rural left-behind children in cognitive, emotional and behavioral aspects is an important issue that must be solved in the process of elastic development of rural left-behind children. After the separation of parents and children, what kind of adaptation process did the left-behind children in rural areas experience? How to scientifically measure the separation and adaptation of left-behind children in rural areas? What factors affect the outcome of parent-child separation adaptation? In order to solve these problems, study one uses qualitative research method, through retrospective interview with 21 freshmen from rural areas who have left behind, reveals the index, process and influencing factors of parent-child separation adaptation of left-behind children in rural areas. The second study was to compile the questionnaire of parent-child separation adaptation of left-behind children in rural areas, and to investigate the psychometric indexes of children left behind in rural areas. The characteristics of parent-child separation adaptation and the relationship between parent-child communication, social support and parent-child separation adaptation of left-behind children in rural areas were studied. The main results are as follows: (1) parent-child separation adaptation of left-behind children in rural areas includes psychological adaptation and social adaptation. In the face of parent-child separation, there are four stages of development: novelty period, pain period, adaptation period and control period. There are four types of parent-child separation adaptation process in rural left-behind children: U-type, J-type, horizontal-type and wave-shape with gradually decreasing amplitude. The main factors influencing the adaptation of parent-child separation are: social support, parent-child communication, reading, proportion of left-behind children in the class, self-character, number of parents-child reunions, Separation time and so on. (2) the questionnaire of parentage separation of left-behind children in rural areas includes two subscales: psychological adaptation and social adaptation, with a total of 33 items. Among them, the psychological adaptation subscale includes negative experience, positive experience, habituation three dimensions, altogether 17 items, subscale and its each dimension 伪 coefficient are 0.87 and 0.85, 0.81, 0.71 respectively, the subscale and its each dimension 伪 coefficient are 0.87 and 0.85, 0.81, 0.71 respectively. The social adaptation subscale includes three dimensions: externalization, learning adaptation and positive coping. The 伪 coefficients of the subscale and its dimensions are 0.69 and 0.65, 0.53, 0.55, respectively. There are 16 items in the subscale and the 伪 coefficients of the subscales are 0.65, 0.53 and 0.55 respectively. The total score of the two sub-scales and the retest reliability of each dimension ranged from 0.37 to 0.67. In addition, the content validity, construct validity and criterion validity meet the basic criteria of psychometrics. It shows that the questionnaire has a good reliability and validity index. (3) there are significant differences in the total score and every dimension of psychological and social adaptation. In the total score of psychological adaptation and negative experience, there were significant gender differences in the positive experience dimension and significant difference in family economic conditions in the learning adaptation dimension. In addition, social support in rural left-behind children's parent-child communication and psychological adaptation or social adaptation to play a part of the intermediary role.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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