中小学学生心理虐待及受虐学生心理健康研究

发布时间：2018-06-30 08:10

本文选题：中小学生 + 心理虐待　；参考：《中南大学》2009年博士论文

【摘要】： 目的： 1.构建中国文化背景下中小学学生心理虐待理论模型,初步编制一套中小学学生心理虐待自评量表,为研究中小学学生心理虐待提供一个可操作的量化工具。 2.检验新编中小学学生心理虐待自评量表的信度、效度。 3.探究中国文化背景下中小学学生心理虐待的检出率、相关因素及受虐学生的心理健康。方法： 1.随机抽取湖南省长沙市、常德市、桃源县、张家界永定区的12所中小学五年级至高三的497名学生作为被试。其中男生262名,女性235名,年龄12-18岁。采用访谈法和问卷调查法,建构学生心理虐待理论模型,建立项目库。经相关专家对每个项目逐条打分评价,筛选出效价高的项目,编制学生心理虐待自评量表初稿。 2.选取湖南省长沙市、常德市、桃源县、张家界永定区四个区域的28所学校,从小学五年级到高三年级的学生为研究对象。其中高中12所,初中12所,小学4所。采用二级分层抽样法,在每所中学随机抽取不同年级的2-3个班级取样,在小学随机抽取5年级或6年级的一个班级取样,发放问卷3200份,有效问卷2977份,年龄10-18岁,平均(14.4±2.06)岁。其中女生1515名,占50.9%；男生1462名,占49.1%。采用学生心理虐待理论模型结合探索性因素分析对学生心理虐待自评量表进行初步的因素构建,再选用验证性因素分析证明因素结构的合理性。效度检验包括内容效度、结构效度和效标关联效度。选用Cronbachα系数、条目间相关系数、分半信度和重测相关系数检验量表的信度。通过一般人口学资料问卷、学生心理虐待自评量表等问卷对农村和城市学生心理虐待的检出率、相关因素进行横断面调查。 3.选取湖南省长沙市、常德市、桃源县、张家界永定区四个区域的28所学校,从小学五年级到高三年级的学生为研究对象。其中高中12所,初中12所,小学4所。用二级分层抽样法,在每所中学随机抽取不同年级的2-3个班级取样,在小学随机抽取5年级或6年级的一个班级取样,发放问卷3200份,剔除无效问卷后,保留有效问卷2943份,年龄10-18岁,平均14.2±2.02岁。其中女生1491名,占50.7%；男生1452名,占49.3%。通过一般人口学资料问卷、学生心理虐待自评量表、自尊量表、自我效能感量表,青少年行为自评量表等问卷对农村和城市受虐学生的心理健康问题等进行横断面调查。结果： 1.通过项目分析和因素分析,确定中小学生心理虐待自评量表有40个项目,由五个维度：贬损、控制、剥夺、歧视、忽视组成,解释总变异的55.365%。信度检验：内部一致性分析显示,项目间平均相关系数为0.382-0.520,Cronbacha系数为0.795-0.887,分半信度为0.804-0.872,重测信度为0.884-0.919；内部相关分析表明,各维度与总量表分的相关系数为0.777-0.877。效度检验：该量表经该领域15位专家对项目内容进行评估,保留至少5位专家评估达到所测目的项目。效标关联效度,学生心理虐待自评量表的各维度分、量表总分与儿童心理虐待量表各维度分、量表总分之间的相关系数为0.219-0.432,呈显著正相关(p0.01)。 2.中小学生近一年来遭受心理虐待的检出率为35.40%；其检出率是男生高于女生(p=0.000),高年龄高于低年龄(p=0.000),农村高于城市(p=0.000),身体健康不良者高于身体健康者(p=0.001),内向者高于外向者(p=0.210),学习成绩和守纪情况不良者高于学习成绩和表现优良者(p=0.000),父母受教育程度低者高于受教育文化程度高者(p=0.001),父母关系不好的高于父母关系良好的(p=0.001),家庭经济状况差的高于家庭经济状况良好的(p=0.001)。学生心理虐待的相关因素包括：学校地域、住校、性别、学校类型、学习成绩、守纪情况、问题行为和父母关系等。 3.心理虐待对学生自尊(p0.05)和自我效能感产生不良影响(p0.05)。青少年心理行为自评量表中所有维度分及总分与学生心理虐待自评量表的各维度分和总分均显著正相关(p0.01)。结论： 1.探索性因子分析结果与作者的理论构想基本一致；验证性因子分析表明,理论模型具有较好的稳定性和可靠性。 2.通过考察项目间平均相关系数、Cronbach a系数、分半信度和重信度,该量表有较理想的信、效度,量表的稳定性、内部一致性等结果都达到了测量学要求。 3.中小学生心理受虐的相关因素包括性别、学校类型、学校地域、住校、问题行为、学习成绩、守纪情况和父母关系等。 4.心理虐待对学生的自尊、自我效能感和行为都会产生不良影响。
[Abstract]:Objective:
1. a theoretical model of primary and secondary school students' psychological abuse under Chinese cultural background is constructed, and a set of self-assessment scales for primary and secondary school students' psychological abuse is preliminarily developed to provide an operational quantifiable tool for the study of primary and secondary school students' psychological abuse.
2. to test the reliability and validity of the psychological abuse self rating scale for the newly compiled primary and secondary school students.
3. to explore the prevalence rate of psychological abuse among primary and secondary school students in China, the related factors and mental health of abused students.
Method:
1. a random extraction of 497 students from grade five to senior three of 12 primary and secondary schools in Changsha, Changde, Taoyuan county and Yongding District of Zhangjiajie were selected as subjects. Among them 262 boys, 235 women and 12-18 years old. Using interview and questionnaire investigation, the students' psychological abuse theory model was constructed and the project library was set up. Each project was treated by relevant experts. One by one grading and evaluation, screening out items with high titers, and preparing the first draft of self rating scale for psychological abuse.
2. selected 28 schools in four regions of Changsha, Changde, Taoyuan, and Yongding District of Zhangjiajie, from grade five to junior high school students. 12 of high school, 12 in junior middle school, 4 in primary school, and two level stratified sampling method, sampling at random from 2-3 classes of different grades at each middle school and randomly pumping in primary schools Taking a sample of grade 5 or grade 6, 3200 questionnaires were issued, 2977 valid questionnaires were 10-18 years old, and the average age was (14.4 + 2.06) years old. 1515 of them were girls, 50.9% and 1462 boys, and 49.1%. used the theoretical model of psychological abuse and exploratory factor analysis to make a preliminary construction of the students' psychological abuse self rating scale. Confirmatory factor analysis was used to prove the reasonableness of factor structure. The validity test included content validity, structural validity and validity associated validity. Cronbach alpha coefficient, inter item correlation coefficient, semi reliability and retest correlation coefficient test scale reliability were selected. The questionnaire of general demographic data, self-assessment questionnaire for students' psychological abuse, and other questionnaires were used. A cross-sectional survey was conducted on the prevalence rate of psychological abuse among rural and urban students.
3. select 28 schools in four regions of Changsha, Changde, Changde, Taoyuan, and Yongding District of Zhangjiajie, from grade five to junior high school students. 12 of high school, 12 in junior middle school, 4 in primary school. With two level stratified sampling method, sampling of 2-3 classes of different grades at random in every middle school and 5 random sampling in primary school. 5 A class of grade or grade 6 was sampled and 3200 questionnaires were issued. After eliminating the invalid questionnaire, 2943 valid questionnaires were retained, the average age was 10-18 years old, and the average was 14.2 + 2.02 years old. 1491 of the girls were 50.7%, and the boys were 1452, accounting for 49.3%. through the general demographic data questionnaire, students' self-assessment scale, self-respect scale, self-efficacy scale, youth. A questionnaire survey was conducted to investigate the mental health problems of rural and urban battered students.
Result:
1. through the project analysis and factor analysis, 40 items were determined by the self-assessment scale of primary and middle school students' psychological abuse, which were divided into five dimensions: derogatory, control, deprivation, discrimination and neglect, and explained the 55.365%. reliability test of the total variation: the internal consistency analysis showed that the average relationship between the projects was 0.382-0.520, the Cronbacha coefficient was 0.795-0.887, half a half. The reliability is 0.804-0.872 and the retest reliability is 0.884-0.919; the correlation coefficient of each dimension and total amount table is 0.777-0.877. validity test: the scale is evaluated by 15 experts in the field, and at least 5 experts have retained the project to assess the target. Each dimension of the scale, the total score of the scale and the dimensions of the child psychological abuse scale, the correlation coefficient between the total score of the scale was 0.219-0.432, and there was a significant positive correlation (P0.01).
2. the prevalence rate of psychological abuse was 35.40% for primary and middle school students in the last year. The detection rate was higher than that of girls (p=0.000), higher age than low age (p=0.000), higher than city (p=0.000) in rural area, higher than healthy person (p=0.001), introvert higher than extrovert (p=0.210), higher learning achievement and poor discipline condition. The lower level of education of parents (p=0.000), higher education level of parents (p=0.001), higher parental relationship than parents (p=0.001), poor family economic status is higher than that of family economic condition (p= 0.001). The related factors of student psychological abuse include school geography, residence Gender, school type, academic performance, discipline, problem behaviors and parenthood.
3. psychological abuse had a negative effect on students' self-esteem (P0.05) and self-efficacy (P0.05). All dimensions and total scores of adolescent psychological behavior self rating scale were positively correlated with the scores and total scores of the students' psychological abuse self rating scale (P0.01).
Conclusion:
1. the results of exploratory factor analysis are basically the same as those of the author. Confirmatory factor analysis shows that the theoretical model has good stability and reliability.
2. by examining the average correlation coefficient, Cronbach a coefficient, half reliability and reliability, the scale has better reliability, validity, stability of the scale, internal consistency and so on.
3. the related factors of psychological abuse among primary and secondary school students are gender, school type, School District, residence, problem behavior, academic achievement, discipline and parental relationship.
4. psychological abuse has adverse effects on students' self-esteem, self-efficacy and behavior.
【学位授予单位】：中南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：B844.2

【参考文献】