江苏省农村留守儿童人格发展状况及其影响因素研究

发布时间：2018-08-04 08:26

【摘要】：[目的] 了解留守儿童人格特质状况,找出其人格发展的影响因素。分析留守儿童人格发展的关键期以及父母外出不同情况对他们人格发展造成的不同影响。找出对留守儿童人格发展造成不良影响的危险因素,提出减弱不良影响的宣传和教育策略,为政府部门制定相关法规提供依据。 [方法] 在江苏省北部某县通过随机整群抽样的方法抽取44所中小学4-12年级399个班级共约10053人作为本次调查对象,使用“一般情况问卷”、“家庭情况问卷”和“14种人格因素问卷”(小学和初中)或“16种人格因素问卷”(高中)对其进行测查,使用SPSS的t检验、卡方检验、单因素方差分析、多因素方差分析、协方差分析、多元逐步回归以及决策树、关联规则等方法对数据进行统计分析。 [结果] 农村中小学生的人格特质与1990年常模有显著不同,并且在多个因子上出现了男女差异反转的情况；农村留守儿童的人格特质与非留守儿童相比差异显著,几乎在所有因子上表现出不良特质；小学几乎所有人格特质,初中生的A、B、C、E、H、N、O七个因子会随父母外出情况的不同而表现出显著性差异；特别是母亲在学龄前外出对儿童人格不良影响更大；高中留守男生与非留守男生人格因素没有显著性差异,高中女生B、C、F、H、Q3因子均分显著低于,O、Q4因子均分显著高于非留守女生。父亲或母亲长期外出对小学和初中生个性发展影响都很大,在14PF多个因子上存在显著性差异,父亲或母亲外出因素对高中男生几乎无影响,而对女生人格因素影响较大；与父母关系的好坏对小学、初中和高中学生的人格特质都造成了显著的影响,与父母关系较好的学生会有较好的人格特质；朋友数量可以影响小学到高中儿童的人格特质发展,朋友数量小于等于1个的人格特质较差；留守儿童的家庭氛围较非留守差,可能会影响到他们的人格发展,A、C、D、G、H、O、Q3、Q4八个因子受到家庭环境影响比较大。在小学和初中阶段,母亲外出对儿童的人格发展影响更大；高中之后父母外出对其人格几乎没有作用； [结论] 父母在儿童学龄前外出或长期离家会对他们的人格造成严重的不良影响；对小学以下的儿童来说,母亲在家陪伴的作用比父亲更重要；儿童人格形成和发展的关键时间可能在高中之前；界定留守儿童时应该区分父母是何时外出的,特别是应该注意学龄期之前父母外出对儿童人格特质影响很大,而学龄期之后再外出,影响明显下降；留守因素对人格的不良影响在女生身上更持久,部分因子的效应会延迟到高中以后；同伴数量、与教师的关系、家庭氛围因素会影响儿童人格特质的表现；相对于父母外出的情况,亲子关系对人格影响更大,效应也更持久；在普通高中进行抽样研究留守儿童,其样本效性可能会受到损害。
[Abstract]:Objective: to understand the personality traits of left-behind children and find out the influencing factors of their personality development. This paper analyzes the key period of the personality development of left-behind children and the different influence of parents' going out on their personality development. To find out the risk factors of adverse influence on the personality development of left-behind children, and put forward the propaganda and education strategies to reduce the negative effects, and provide the basis for government departments to formulate relevant laws and regulations. [methods] A random cluster sampling method was used to select 10053 students from 399 classes in 44 primary and middle schools in grades 4-12 in a county in northern Jiangsu Province. Family situation questionnaire and 14 personality factors questionnaire (primary and junior high school) or "16 personality factors questionnaire" (senior high school) were used to test them, using SPSS t test, chi-square test, univariate ANOVA, multivariate ANOVA. Covariance analysis, multivariate stepwise regression, decision tree and association rules are used to analyze the data. [results] the personality traits of rural primary and middle school students were significantly different from the 1990 norm, and there was a reversal of male and female differences in many factors. The personality traits of rural left-behind children were significantly different from those of non-left-behind children, showing bad traits in almost all factors, and almost all personality traits in primary schools. In junior high school students, the seven factors of AZB and EHX / Nao showed significant difference with their parents' going out, especially the bad influence of mothers' going out in preschool on children's personality, and there was no significant difference in personality factors between left-behind male students and non-left-behind male students in senior high school. The mean score of factor 3 of BCU FFU HQ3 was significantly lower than that of OFQ4 in senior middle school girls, which was significantly higher than that of non-left-behind girls. The long-term absence of father or mother had a great influence on personality development of primary and junior high school students, and there were significant differences in many factors of 14PF. The factors of father or mother going out had little effect on high school boys, but had great influence on female students' personality. The quality of the relationship with parents has a significant impact on the personality traits of students in primary, middle and high schools, and students who have good relationship with their parents have better personality traits. The number of friends can affect the development of personality traits of children from primary school to high school, the number of friends less than 1 is worse, and the family atmosphere of left-behind children is worse than that of non-left-behind children. Their personality development may be affected by the family environment. In primary and junior middle school, the mother's absence had a greater impact on the child's personality development; after high school, the parents' absence had little effect on their personality. [conclusion] parents going out in preschool or leaving home for a long time will have a serious negative impact on their personality, and for children below primary school, mother's home company is more important than father's. The critical time for the formation and development of a child's personality may be before high school; when defining a left-behind child, a distinction should be made between when the parents went out, In particular, attention should be paid to the fact that parents going out before school age have a great impact on the personality traits of children, while going out after school age has a marked decrease; the negative effects of the factors remaining on the personality of girls are more lasting. The effects of some factors will be delayed until after high school; the number of peers, the relationship with teachers, family atmosphere factors will affect the performance of children's personality traits; compared with the situation of parents going out, The influence of parent-child relationship on personality is greater and the effect is more lasting. The sample validity of left-behind children in general high school may be impaired.
【学位授予单位】：南京中医药大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：R179

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