吉林省留守学生前瞻适应与心理韧性研究

发布时间：2018-07-03 11:23

本文选题：留守学生 + 前瞻适应　；参考：《中国儿童保健杂志》2013年09期

【摘要】：【目的】分析比较吉林省留守学生前瞻适应及心理韧性现状,探讨留守学生前瞻适应的影响因素及两者的关系,为制定留守学生心理干预、促进留守学生身心健康提供依据。【方法】采用青少年前瞻适应量表和心理韧性量表,对吉林省四县市1 483名中学生进行问卷调查。【结果】留守学生占调查对象的55.6%;留守学生前瞻适应得分为(58.80±6.51)分,心理韧性得分为(99.59±17.65)分,前瞻适应与心理韧性处于中等以上水平;留守与非留守学生的前瞻适应与心理韧性差异无统计学意义(P0.05);影响留守学生前瞻适应的因素有居住地、父母学历、父母外出类型、亲子联系频率、监护人类型、监护人学历、亲子关系、师生关系、同伴关系、学习成绩;留守学生前瞻性适应总分与心理韧性总分呈显著性正相关(r=0.506,P0.01);留守学生学习前瞻与心理韧性(r=0.494)、发展前瞻与心理韧性(r=0.432)均呈显著正相关(P均0.01)。【结论】要从积极心理学视角出发,注重培养留守儿童的心理韧性,提高他们应对各种生活应激的能力,从而促进留守学生身心健康,更好地适应和发展。
[Abstract]:[objective] to analyze and compare the present situation of prospective adaptation and psychological resilience of left-behind students in Jilin Province, and to explore the influencing factors and the relationship between the prospective adaptation of left-behind students and their psychological toughness, in order to formulate psychological intervention for left-behind students. [methods] Adolescent prospective adaptation scale and mental toughness scale were used. A questionnaire survey was conducted among 1 483 middle school students in four counties and cities of Jilin Province. [results] Left-behind students accounted for 55.6% of the respondents, the prospective adaptation score of the left-behind students was (58.80 卤6.51), the score of mental toughness was (99.59 卤17.65), and the prospective adaptation and mental toughness were above the average level. There was no significant difference in prospective adaptation and psychological resilience between left-behind and non-left-behind students (P0.05); the factors influencing prospective adaptation of left-behind students were residence, parental education, type of parent going out, frequency of parent-child contact, type of guardian, degree of guardian. Parent-child relationship, teacher-student relationship, peer relationship, academic achievement; There was a significant positive correlation between the total score of prospective adaptation and the total score of mental toughness (r = 0.506 / P0.01), the positive correlation between learning prospect and mental toughness (r = 0.494), and between development prospect and mental toughness (r = 0.432) (P < 0.01). [conclusion] from the perspective of positive psychology, there is a significant positive correlation between the total score of prospective adaptation and the total score of mental toughness (P < 0.01). Emphasis should be placed on cultivating the psychological resilience of left-behind children and improving their ability to cope with all kinds of life stress so as to promote the physical and mental health of left-behind students and better adapt to and develop.
【作者单位】：延边大学附属医院;延边大学护理学院;吉林大学第二医院;
【基金】：国家社科基金西部项目(11XMZ081) 吉林省教育厅“十二五”社会科学研究项目(2011-03)
【分类号】：B844.2

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