有无留守经历流动儿童的社会认同及自我概念比较

发布时间：2018-05-05 15:32

本文选题：留守经历 + 流动儿童　；参考：《现代预防医学》2017年01期

【摘要】：目的了解有无留守经历流动儿童的社会认同与自我概念现状,为流动儿童的社会融入提供心理学依据。方法选择厦门市金鸡亭、杏南两所中学的203名流动儿童为被试,采用社会认同问卷、田纳西自我概念量表作为工具。结果有留守经历流动儿童对农村人身份认同的比例高于无留守经历儿童,卡方检验表明两类流动儿童在群体承诺(=8.147,P=0.017)和自我分类(=6.216,P=0.041)两个因子上的人数分布差异有统计学意义,而在群体自尊上的差异无统计学意义(=1.411,P=0.494);t检验表明两类流动儿童在自我概念上得分差异无统计学意义,多重线性回归分析发现有留守经历流动儿童的社会自我(t=-3.036,P=0.003)、心理自我(t=1.996,P=0.048)影响其社会认同。结论留守与否影响流动儿童的社会认同及其与自我概念的关系。
[Abstract]:Objective to understand the status of social identity and self-concept of floating children with or without left-behind experience, and to provide psychological basis for social integration of migrant children. Methods 203 floating children from Jinji Pavilion and Xingnan Middle School in Xiamen City were selected as subjects. Social identity questionnaire and Tennessee Self-Concepts scale were used as tools. Results the proportion of migrant children with left-behind experience to the identity of rural people was higher than that of children without left-behind experience. The chi-square test showed that there were significant differences between the two groups of migrant children in terms of group commitment (8.147) and self-classification (6.216P (0.041). However, there was no significant difference in group self-esteem between the two groups. The results of 0.494t test showed that there was no significant difference in self-concept scores between the two groups of floating children. Multiple linear regression analysis showed that the social self-identity of children with left-behind experience was affected by social self (-3.036) and psychological self (1.996) and social identity (0.048). Conclusion Left-behind children's social identity and their relationship with self-concept are affected.
【作者单位】：集美大学教师教育学院;温州医科大学应用心理系;
【基金】：福建省教育规划项目(FJJKCG13-061) 国家社科基金项目(15BRK034) 福建省社科规划项目(FJ2015B118)
【分类号】：C913.5

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