小学高年级儿童心理虐待和忽视对孤独感的影响
发布时间：2018-08-17 18:35
【摘要】：目的:了解小学高年级儿童心理虐待和忽视状况、孤独感状况及情绪调节自我效能感特点,分析情绪调节自我效能感在儿童心理虐待和忽视对其孤独感影响中的作用。方法:用随机整群抽样的方法,采用邓云龙等人编制的儿童心理虐待和忽视量表(CPNAS)、Asher等人编制的儿童孤独感量表(CLS)及文书峰等人修订的情绪调节自我效能感量表,对山西省临汾市和某农村联校小学五年级至六年级总共600名小学生进行问卷调查,回收率为100%,问卷回收后,剔除有规律作答问卷、遗漏题目问卷后,剩余有效问卷545份,有效率为90.8%。;对所得数据采用SPSS17.0和Bootstrap进行分析。结果:1、小学高年级儿童心理虐待和忽视特征:?小学高年级儿童心理虐待和忽视的性别差异,除干涉维度外,其他维度及总分差异显著,且男生得分高于女生(p0.05)。?是否独生子女,只有干涉维度具有显著差异,非独生子女分数显著低于独生子女分数(p0.05)。?在生源地上,农村和城市小学高年级儿童在心理虐待分量表上差异不显著,在儿童忽视维度和总分上差异显著,农村小学高年级儿童得分高于城市小学高年级儿童(p0.05)(4)在家庭结构、母亲文化程度及父亲文化程度上差异均不显著。2、小学高年级儿童孤独感的特征:?男女性别、生源地、独生子女与非独生子女小学高年级儿童孤独感差异均不显著。?不同家庭结构小学高年级儿童孤独感之间具有显著差异,单亲家庭得分显著高于双亲家庭和三代同堂家庭,三代同堂家庭得分相较单亲和双亲家庭都低(p0.05)。?母亲文化水平的不同在小学高年级儿童独孤感总分上差异显著,其中母亲小学文化水平儿童孤独感总分显著高于初中和大专以上,高中(大专)文化程度显著高于大专(p0.01)。(4)父亲文化水平的不同在小学高年级儿童独孤感总分上存在显著差异,父亲文化水平越低,儿童孤独感得分越高(p0.01)。3、小学高年级儿童情绪调节自我效能感的特征:?小学高年级儿童情绪调节自我效能感在男女性别、是否独生子女、家庭结构、父母文化程度上的差异均不显著。?在表达积极情绪效能感、调节生气/愤怒情绪效能感及情绪调节自我效能感总分上,城市小学高年级儿童得分显著高于农村学生(p0.01)。4、各因素与儿童孤独感的关系:相关分析结果显示,儿童孤独感与儿童心理虐待和忽视所得总分及各个因子所得分数都具有显著的正相关(p0.01);儿童孤独感与情绪调节自我效能感所得总分及表达积极情绪效能感、调节生气/愤怒情绪效能感两维度显著负相关,与调节沮丧/痛苦情绪效能感这一维度显著正相关(p0.01)。5、在小学高年级儿童心理虐待和忽视对孤独感的影响中,通过调节效应和中介效应的分析,验证了情绪调节自我效能感是部分中介作用。结论:1、小学高年级儿童心理虐待和忽视、情绪调节自我效能感以及孤独感在人口学上的差异,根据不同情况应给与相应的重视。2、儿童心理虐待和忽视及情绪调节自我效能感对儿童孤独感均有影响,因此,预防和干预儿童孤独感这一负性情绪体验,可以从这些方面考虑。3、通过调节效应和中介效应的分析,验证了情绪调节自我效能感在小学高年级儿童心理虐待和忽视对孤独感的影响中,起到部分中介作用,在缓解儿童孤独感体验时,还可从提升儿童自我情绪调控能力,缓解孤独感。
[Abstract]:Objective: To investigate the status of psychological abuse and neglect, loneliness and emotional regulation self-efficacy in senior primary school children, and to analyze the effect of emotional regulation self-efficacy on their loneliness. A total of 600 primary school students from grade 5 to grade 6 in Linfen City and a rural joint school in Shanxi Province were surveyed by the Child Loneliness Scale (CLS) and the Emotional Regulation Self-efficacy Scale revised by Shufeng et al. (CPNAS), Asher et al. The recovery rate was 100%. After omitting the questionnaire, 545 valid questionnaires remained, the validity rate was 90.8%. The data were analyzed by SPSS17.0 and Bootstrap. Results: 1. The characteristics of psychological abuse and neglect of senior primary school children were as follows: The gender differences of psychological abuse and neglect of senior primary school children were significant except the intervention dimension. The score was higher than that of female students (p0.05). Whether the only child had significant difference only in the intervention dimension, the score of non-only child was significantly lower than that of only child (p0.05)? In the birthplace, there was no significant difference in the psychological abuse subscale between rural and urban primary school children, but there was significant difference in the neglect dimension and total score of children. The scores of grade children were higher than those of urban primary school children (p0.05). (4) There were no significant differences in family structure, mother's educational level and father's educational level. 2. The characteristics of loneliness of senior primary school children were as follows: gender, place of origin, only child and non-only child's loneliness were not significantly different.? The scores of single-parent families were significantly higher than those of two-parent families and three-generation families, and the scores of three-generation families were lower than those of single-parent and two-parent families (p0.05). The total scores of loneliness of children in higher grades of primary school were significantly different among different educational levels of mothers. The total score of loneliness of average children was significantly higher than that of junior middle school and college, and the educational level of senior high school (junior college) was significantly higher than that of junior college (p0.01). (4) There were significant differences in the total score of loneliness among senior primary school children with different father's educational level. The lower the father's educational level, the higher the score of loneliness of children (p0.01). The characteristics of my self-efficacy were as follows: There were no significant differences in gender, only child, family structure and parental education between male and female, and there were no significant differences in emotional adjustment self-efficacy between male and female. In terms of expressing positive emotional efficacy, regulating anger/anger emotional efficacy and total scores of emotional adjustment self-efficacy, urban elementary school children got higher grades. The score was significantly higher than that of rural students (p0.01). The relationship between each factor and children's loneliness: Correlation analysis showed that children's loneliness was positively correlated with children's total score of psychological abuse and neglect and scores of each factor (p0.01); children's loneliness was positively correlated with the total score of emotional regulation self-efficacy and positive emotional effect. There was a significant negative correlation between perceived ability and perceived efficacy in regulating anger/anger, and a significant positive correlation between perceived efficacy in regulating depression/pain (p0.01). 5. In the influence of psychological abuse and neglect on loneliness in senior primary school children, the moderating effect and mediating effect were analyzed to verify that emotional self-efficacy was a part of it. Conclusion: 1. Psychological abuse and neglect, emotional regulation self-efficacy and loneliness should be paid attention to in accordance with different situations. 2. Child psychological abuse and neglect and emotional regulation self-efficacy have influence on children's loneliness. Therefore, prevention and intervention of children's loneliness. This negative emotional experience can be considered from these aspects. 3. Through the analysis of moderating effect and mediating effect, it is verified that emotional self-efficacy plays a part of mediating role in the influence of psychological abuse and neglect on loneliness of senior primary school children. It can also improve children's self-emotion in alleviating loneliness experience. Control ability to relieve loneliness.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
本文编号：2188530
[Abstract]:Objective: To investigate the status of psychological abuse and neglect, loneliness and emotional regulation self-efficacy in senior primary school children, and to analyze the effect of emotional regulation self-efficacy on their loneliness. A total of 600 primary school students from grade 5 to grade 6 in Linfen City and a rural joint school in Shanxi Province were surveyed by the Child Loneliness Scale (CLS) and the Emotional Regulation Self-efficacy Scale revised by Shufeng et al. (CPNAS), Asher et al. The recovery rate was 100%. After omitting the questionnaire, 545 valid questionnaires remained, the validity rate was 90.8%. The data were analyzed by SPSS17.0 and Bootstrap. Results: 1. The characteristics of psychological abuse and neglect of senior primary school children were as follows: The gender differences of psychological abuse and neglect of senior primary school children were significant except the intervention dimension. The score was higher than that of female students (p0.05). Whether the only child had significant difference only in the intervention dimension, the score of non-only child was significantly lower than that of only child (p0.05)? In the birthplace, there was no significant difference in the psychological abuse subscale between rural and urban primary school children, but there was significant difference in the neglect dimension and total score of children. The scores of grade children were higher than those of urban primary school children (p0.05). (4) There were no significant differences in family structure, mother's educational level and father's educational level. 2. The characteristics of loneliness of senior primary school children were as follows: gender, place of origin, only child and non-only child's loneliness were not significantly different.? The scores of single-parent families were significantly higher than those of two-parent families and three-generation families, and the scores of three-generation families were lower than those of single-parent and two-parent families (p0.05). The total scores of loneliness of children in higher grades of primary school were significantly different among different educational levels of mothers. The total score of loneliness of average children was significantly higher than that of junior middle school and college, and the educational level of senior high school (junior college) was significantly higher than that of junior college (p0.01). (4) There were significant differences in the total score of loneliness among senior primary school children with different father's educational level. The lower the father's educational level, the higher the score of loneliness of children (p0.01). The characteristics of my self-efficacy were as follows: There were no significant differences in gender, only child, family structure and parental education between male and female, and there were no significant differences in emotional adjustment self-efficacy between male and female. In terms of expressing positive emotional efficacy, regulating anger/anger emotional efficacy and total scores of emotional adjustment self-efficacy, urban elementary school children got higher grades. The score was significantly higher than that of rural students (p0.01). The relationship between each factor and children's loneliness: Correlation analysis showed that children's loneliness was positively correlated with children's total score of psychological abuse and neglect and scores of each factor (p0.01); children's loneliness was positively correlated with the total score of emotional regulation self-efficacy and positive emotional effect. There was a significant negative correlation between perceived ability and perceived efficacy in regulating anger/anger, and a significant positive correlation between perceived efficacy in regulating depression/pain (p0.01). 5. In the influence of psychological abuse and neglect on loneliness in senior primary school children, the moderating effect and mediating effect were analyzed to verify that emotional self-efficacy was a part of it. Conclusion: 1. Psychological abuse and neglect, emotional regulation self-efficacy and loneliness should be paid attention to in accordance with different situations. 2. Child psychological abuse and neglect and emotional regulation self-efficacy have influence on children's loneliness. Therefore, prevention and intervention of children's loneliness. This negative emotional experience can be considered from these aspects. 3. Through the analysis of moderating effect and mediating effect, it is verified that emotional self-efficacy plays a part of mediating role in the influence of psychological abuse and neglect on loneliness of senior primary school children. It can also improve children's self-emotion in alleviating loneliness experience. Control ability to relieve loneliness.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1
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