留守儿童的孤独感与人格特征、社会支持的关系研究
发布时间：2019-06-22 14:29
【摘要】：近年来,我国留守儿童数量不断增加,留守儿童问题不断出现,2004年之后这个特殊的社会群体逐渐引起了社会各界的高度关注,学者们从不同角度进行大量研究。留守儿童与父母分离,缺失亲情关爱和教育,孤独感是他们首先要面对的问题。为了进一步探讨农村留守儿童的孤独感、人格特征和社会支持状况,以及三者之间的关系,从而更深入的研究留守儿童问题,我选取庄浪县卧龙乡某小学四、五、六年级共四个班,随机抽取180名被试,分别采用艾森克人格问卷(EPQ)儿童版、儿童孤独量表(CLS)和社会支持评定量表(SSPS)进行测试。通过对留守与非留守儿童的孤独感、人格特征和社会支持在性别、年级、寄宿、家庭完整性、看护类型等方面的统计分析,得出以下结论: 一、留守与非留守儿童的孤独感、人格特征和社会支持状况: 1.在孤独感变量上,在家庭类型维度上,完整和不完整家庭的留守儿童孤独感之间存在显著差异;在看护类型维度上,不同看护类型的非留守儿童孤独感之间存在显著差异。 除此之外,留守与非留守儿童的孤独感在性别、年级、寄宿、家庭类型、看护类型等维度上,都不存在显著差异。 2.在人格特征变量上,在年级维度上,在内外向分量上,四、五、六年级之间存在显著差异;在是否寄宿维度上,在内外向分量上,寄宿和非寄宿的留守儿童之间存在显著差异;在父母外出打工维度上,在精神质和掩饰性分量上,留守儿童之间存在显著差异。 除此之外,留守与非留守儿童的人格特征各分量在性别、年级、寄宿、家庭类型等维度上不存在显著的差异。 3.在社会支持变量上,在年级维度上,在主观支持和支持的利用度分量上,四、五、六年级的留守儿童之间存在显著差异;在客观支持分量上,四、五、六年级的非留守儿童之间存在显著差异。 除此之外,留守与非留守儿童在性别、年级等维度上,都不存在显著差异。 二、留守与非留守儿童的孤独感、人格特征和社会支持相关情况: 1.留守儿童与非留守儿童的孤独感与主观支持之间都呈显著的负相关,与支持的利用度之间都呈显著的负相关。 2.留守与非留守儿童人格特征的神经质与主观支持之间都呈显著的负相关,人格特征的内外向与客观支持之间存在显著的正相关,人格特征的内外向与孤独感之间存在显著的负相关。留守儿童人格特征的精神质与神经质之间存在显著的正相关,精神质与掩饰性之间存在显著的负相关。而非留守儿童的掩饰性与精神质、神经质之间都呈显著的负相关。 3.留守儿童的主观支持与客观支持之间、主观支持与支持的利用度之间、客观支持与支持的利用度之间都呈高度的正相关。非留守儿童的主观支持与支持的利用度之间呈显著的正相关。
[Abstract]:In recent years, the number of left-behind children in China has been increasing, and the problem of left-behind children has been emerging. After 2004, this special social group has gradually aroused great concern from all walks of life, and scholars have carried out a lot of research from different angles. Left-behind children are separated from their parents, lack of family care and education, loneliness is the first problem they have to face. In order to further explore the loneliness, personality characteristics and social support status of rural left-behind children, as well as the relationship among them, so as to further study the problem of left-behind children, I selected four classes in the fourth, fifth and sixth grades of a primary school in Wolong Township, Zhuanglang County. 180 subjects were randomly selected and tested with Eisenke Personality questionnaire (EPQ) Child Edition, Child Solitude scale (CLS) and Social support rating scale (SSPS). Through the statistical analysis of loneliness, personality characteristics and social support of left-behind and non-left-behind children in gender, grade, boarding, family integrity, nursing type and so on, the following conclusions are drawn: first, the loneliness, personality characteristics and social support status of left-behind and non-left-behind children: 1. In the variables of loneliness, there are significant differences in the loneliness of left-behind children between complete and incomplete families in the dimension of family type, and there are significant differences in loneliness among non-left-behind children of different types of care in the dimension of nursing type. In addition, there were no significant differences in loneliness between left-behind and non-left-behind children in terms of gender, grade, boarding, family type, nursing type and so on. two銆，
本文编号：2504669
[Abstract]:In recent years, the number of left-behind children in China has been increasing, and the problem of left-behind children has been emerging. After 2004, this special social group has gradually aroused great concern from all walks of life, and scholars have carried out a lot of research from different angles. Left-behind children are separated from their parents, lack of family care and education, loneliness is the first problem they have to face. In order to further explore the loneliness, personality characteristics and social support status of rural left-behind children, as well as the relationship among them, so as to further study the problem of left-behind children, I selected four classes in the fourth, fifth and sixth grades of a primary school in Wolong Township, Zhuanglang County. 180 subjects were randomly selected and tested with Eisenke Personality questionnaire (EPQ) Child Edition, Child Solitude scale (CLS) and Social support rating scale (SSPS). Through the statistical analysis of loneliness, personality characteristics and social support of left-behind and non-left-behind children in gender, grade, boarding, family integrity, nursing type and so on, the following conclusions are drawn: first, the loneliness, personality characteristics and social support status of left-behind and non-left-behind children: 1. In the variables of loneliness, there are significant differences in the loneliness of left-behind children between complete and incomplete families in the dimension of family type, and there are significant differences in loneliness among non-left-behind children of different types of care in the dimension of nursing type. In addition, there were no significant differences in loneliness between left-behind and non-left-behind children in terms of gender, grade, boarding, family type, nursing type and so on. two銆，
本文编号：2504669
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