甘肃农村留守儿童生存质量现状研究
发布时间：2019-03-26 12:20
【摘要】：目的通过对农村地区留守儿童生活质量现状与营养知识、态度、行为现状的调查分析,从心理与生理两方面,身心结合综合评估留守儿童的生存质量现状,并分析其相关影响因素,初探留守儿童生存质量干预方向并给予合理化建议。 方法采用随机整群抽样的方法抽取甘肃省外出务工人员较多的康乐、皋兰、会宁、静宁和甘谷县1484名4-6年级小学生为调查对象,应用问卷调查方法与质性访谈方法,量化研究与质性研究相结合,使用《儿童少年生活质量量表(CQOL)》问卷和自编的营养知识、态度、行为调查问卷。 结果 1.留守儿童生活质量总体处于中下水平,所占比例为84.9%,仅有15.1%的留守儿童评价自己的生活质量处于中上等与上等,相比非留守儿童,留守儿童的生活质量较差,差异显著(P0.05)。 2.留守儿童与非留守儿童生活质量的不同因子比较分析,留守儿童主要是在师生关系、同伴关系、自我概念、生活便利性、自我满意度及生活质量总分方面显著低于非留守儿童(P0.05),而在亲子关系、学习能力与态度、躯体感觉、负性情绪、作业态度、活动机会性、运动能力性等因子上的得分没有显著差异(P0.05)。 3.性别、是否在校寄宿、学习成绩、家庭经济收入、父母回家的时间间隔及父母与儿童联系的次数是留守儿童生活质量的主要影响因素。男生生活质量高于女生(P0.05)；在校寄宿的留守儿童显著高于不寄宿儿童(P0.05)；学习成绩较好的留守儿童,相对学习成绩中下的儿童,其生活质量的各方面及总体满意度上的得分较高(P0.05)：家庭经济收入较高的留守儿童生活质量水平显著高于家庭经济收入中下的儿童(P0.05)；外出务工父母半年回家一次、与儿童联系的次数越多,越有利于提高留守儿童的生活质量水平(P0.05)。 4.农村留守儿童对于营养知识与食品安全知识的了解非常少,包括最基础的常识性食品安全知识。性别、年级、是否在校寄宿、学习成绩及父母回家的时间间隔是留守儿童营养知识的影响因素,男生对于营养知识的了解显著高于女生(P0.05),年级越高,营养知识的得分越高(P0.05),在校寄宿的留守儿童对于营养知识的了解显著高于不寄宿儿童(P0.05),学习成绩较好的儿童,了解的营养知识也相对较多(P0.05),外出父母半年回家一次最有利于留守儿童营养知识的获得(P0.05)。 5.留守儿童营养与食品安全态度积极,70%以上的儿童表示有必要学习营养与食品安全知识,在校寄宿与学习成绩较好的留守儿童相比不寄宿与学习成绩中下的学生,学习营养知识的态度更加积极(P0.05)。 6.留守儿童饮食结构不太合理,早餐最容易出现不按时吃,接近40%,晚餐比较容易出现暴食暴饮,达到30%以上,每天都吃奶类食品与水果的儿童不到40%。性别、年级、是否寄宿、家庭经济收入、学习成绩、父母回家时间间隔及联系次数对留守儿童营养行为的影响作用均不显著(P0.05)。 7.近50%的留守儿童通过老师讲授获取营养相关知识,且希望以老师讲授的形式开展营养与食品安全教育。 8.留守儿童营养知识方面的知晓率显著低于非留守儿童,留守儿童与非留守儿童的营养态度、营养行为及获取营养知识的途径与喜欢形式的比较,差异均不显著(P0.05),营养知识、态度、行为之间均呈正显著相关(P0.05)。 9.生活质量的社会心理功能、生理心理健康、生活环境和生活质量满意度4个因子及生活质量总分与营养知识、态度、行为呈显著正相关(P0.05)。 10.留守儿童与老师的访谈结果,老师认为父母外出对留守儿童造成的影响主要有两点,一是家庭教育的缺失,二是学业问题,普遍认为开展心理健康与营养健康教育很有必要；留守儿童表现最突出的是情感孤独,期望能与父母多联系。 结论 1.农村留守儿童生活质量普遍较低,总体处于中下水平,性别、是否在校寄宿、学习成绩的好差、家庭经济收入的高低、父母回家的时间间隔及父母与儿童联系的次数是留守儿童生活质量的主要影响因素。 2.留守儿童生活质量总体水平显著低于非留守儿童,主要表现在师生关系、同伴关系、自我概念、生活便利性、自我满意度等因子。 3.农村留守儿童营养与食品安全知识不足,知识知晓率不高,饮食结构均不合理,食品安全意识比较薄弱,但态度比较积极,愿意积极参加相关知识讲座。 4.留守儿童营养知识的知晓率显著低于非留守儿童,但两组儿童都表现出较为积极的态度,获取知识的途径和希望开展的教育形式都比较单一,主要是老师讲授,且普遍不重视饮食规律与营养均衡。 5.农村留守儿童的生活质量较差,营养健康状况不容乐观,整体生存质量不高。
[Abstract]:Objective Through the investigation and analysis of the current situation of life quality and nutrition knowledge, attitude and behavior of the left-behind children in the rural areas, the present situation of the survival quality of the left-behind children is comprehensively evaluated from the aspects of psychology and physiology, and the related influencing factors are analyzed. In this paper, the intervention direction of the survival quality of the left-behind children is studied and the rational suggestion is given. Methods According to the method of random cluster sampling,1484 children from 4 to 6 in Gansu province were selected as the subject of investigation, and the questionnaire method and qualitative interview method were applied to study the study and qualitative study. A survey of the quality of life quality of children (CQOL), the questionnaire and the self-made nutrition knowledge, attitude and behavior. Volume. Results 1. The living quality of the left-behind children is in the middle and lower level, the proportion of the left-behind children is 84.9%, only 15.1% of the left-behind children evaluate their quality of life in the upper and lower levels. Compared with the non-left-behind children, the quality of life of the left-behind children is poor and the difference is significant (P (0.05).2. The different factors of the life quality of the left-behind children and the non-left-behind children are compared and analyzed, and the left-behind children are significantly lower than those in the non-left-behind children in relation to the relationship between teacher and student, peer relationship, self-concept, life convenience, self-satisfaction and quality of life (P0.05). The scores of the factors such as parentage, learning ability and attitude, body feeling, negative emotion, job attitude, activity opportunity and sports ability were not significantly different. (P0.05).3. Sex, whether boarding at school, academic performance, family economic income, time intervals between parents' home and the number of parents' contact with children are left-behind children's lives The main influencing factors of the quality are that the quality of life of the boys is higher than that of the female (P0.05); the left-behind children in the school are significantly higher than that of the non-boarding children (P0.05); the left-behind children with better academic performance, the lower-middle school children, the aspects of their quality of life and the overall satisfaction score Higher (P0.05): The living quality of the left-behind children with higher economic income of the family is significantly higher than that in the middle of the family's economic income (P0.05); the more the children's parents go home in half a year, the more the number of contacts with the children, the better the quality of life of the left-behind children (P0.05).4. There is very little knowledge of nutrition and food safety in the rural left-behind children, including the most basic The time interval between the sex, the grade, the school boarding, the academic achievement and the parents' home is the influence factor of the nutritional knowledge of the left-behind children. The understanding of the nutrition knowledge of the boys is higher than that of the female students (P0.05). The higher the grade, the higher the nutrition knowledge The higher the score (P0.05), the knowledge of the children left behind in the school is higher than that of the non-boarding children (P0.05). (P0.05).5. The nutrition and food safety of the left-behind children are positive and more than 70% of children show the need to study the knowledge of nutrition and food safety. The attitude is more positive (P0.05).6. The food structure of the left-behind children is not reasonable, the breakfast is most likely to be out of time, close to 40%, and the dinner is relatively easy to eat and drink, more than 30%, and each day There are less than 40% of children in milk and fruit. Sex, grade, boarding, family economic income, academic achievement, parents' home time interval and the number of contact times are the nutritional behavior of the left-behind children 7. Nearly 50% of the left-behind children get nutrition-related knowledge through the teacher, and hope to be old 8. The knowledge of the nutritional knowledge of the left-behind children is significantly lower than that of the non-left-behind children, the non-left-behind children and the non-left-behind children, the nutritional behavior and the way to obtain the nutritional knowledge and the comparison of the like. No significant difference (P0.05), nutrition knowledge and attitude 9. There was a positive correlation between behavior and behavior (P0.05).9. The social and psychological function of quality of life, the physiological and mental health, the living environment and the quality of life, and the total score and nutrition of life quality. Knowledge, attitude and behavior are positively correlated (P0.05).10. The results of the interview between the left-behind children and the teacher, the teacher thinks that the influence of the parents out on the left-behind children is mainly two points, one is the lack of family education, and the other is the academic question. It is generally accepted that mental health and nutrition health education are necessary; left behind Children Conclusion 1. The quality of life of the left-behind children in the rural areas is generally lower, and the overall situation is in the middle and lower level. Sex, whether to host in school, poor academic performance, the high and low of the family's economic income, the time interval between parents' home and the number of the parents and the children is the main influencing factor of the quality of life of the left-behind children.2. The overall level of the quality of life of the left-behind children is significantly lower than that of the non-left-behind children, which is mainly manifested in 3. The relationship between the teacher-student relationship, the peer relationship, the self-concept, the convenience of life, the self-satisfaction, etc.3. The knowledge of the nutrition and food safety of the left-behind children in the rural areas is not enough, the knowledge of the knowledge is not high, the food structure is not reasonable, The awareness of the nutritional knowledge of the left-behind children is significantly lower than that of the non-left-behind children, but the two groups have a positive attitude, the way to acquire the knowledge and the hope to be carried out. The form of education is a single, mainly the teaching of the teacher, and generally does not pay attention to the diet rule and the nutrition balance.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：R179
本文编号：2447539
[Abstract]:Objective Through the investigation and analysis of the current situation of life quality and nutrition knowledge, attitude and behavior of the left-behind children in the rural areas, the present situation of the survival quality of the left-behind children is comprehensively evaluated from the aspects of psychology and physiology, and the related influencing factors are analyzed. In this paper, the intervention direction of the survival quality of the left-behind children is studied and the rational suggestion is given. Methods According to the method of random cluster sampling,1484 children from 4 to 6 in Gansu province were selected as the subject of investigation, and the questionnaire method and qualitative interview method were applied to study the study and qualitative study. A survey of the quality of life quality of children (CQOL), the questionnaire and the self-made nutrition knowledge, attitude and behavior. Volume. Results 1. The living quality of the left-behind children is in the middle and lower level, the proportion of the left-behind children is 84.9%, only 15.1% of the left-behind children evaluate their quality of life in the upper and lower levels. Compared with the non-left-behind children, the quality of life of the left-behind children is poor and the difference is significant (P (0.05).2. The different factors of the life quality of the left-behind children and the non-left-behind children are compared and analyzed, and the left-behind children are significantly lower than those in the non-left-behind children in relation to the relationship between teacher and student, peer relationship, self-concept, life convenience, self-satisfaction and quality of life (P0.05). The scores of the factors such as parentage, learning ability and attitude, body feeling, negative emotion, job attitude, activity opportunity and sports ability were not significantly different. (P0.05).3. Sex, whether boarding at school, academic performance, family economic income, time intervals between parents' home and the number of parents' contact with children are left-behind children's lives The main influencing factors of the quality are that the quality of life of the boys is higher than that of the female (P0.05); the left-behind children in the school are significantly higher than that of the non-boarding children (P0.05); the left-behind children with better academic performance, the lower-middle school children, the aspects of their quality of life and the overall satisfaction score Higher (P0.05): The living quality of the left-behind children with higher economic income of the family is significantly higher than that in the middle of the family's economic income (P0.05); the more the children's parents go home in half a year, the more the number of contacts with the children, the better the quality of life of the left-behind children (P0.05).4. There is very little knowledge of nutrition and food safety in the rural left-behind children, including the most basic The time interval between the sex, the grade, the school boarding, the academic achievement and the parents' home is the influence factor of the nutritional knowledge of the left-behind children. The understanding of the nutrition knowledge of the boys is higher than that of the female students (P0.05). The higher the grade, the higher the nutrition knowledge The higher the score (P0.05), the knowledge of the children left behind in the school is higher than that of the non-boarding children (P0.05). (P0.05).5. The nutrition and food safety of the left-behind children are positive and more than 70% of children show the need to study the knowledge of nutrition and food safety. The attitude is more positive (P0.05).6. The food structure of the left-behind children is not reasonable, the breakfast is most likely to be out of time, close to 40%, and the dinner is relatively easy to eat and drink, more than 30%, and each day There are less than 40% of children in milk and fruit. Sex, grade, boarding, family economic income, academic achievement, parents' home time interval and the number of contact times are the nutritional behavior of the left-behind children 7. Nearly 50% of the left-behind children get nutrition-related knowledge through the teacher, and hope to be old 8. The knowledge of the nutritional knowledge of the left-behind children is significantly lower than that of the non-left-behind children, the non-left-behind children and the non-left-behind children, the nutritional behavior and the way to obtain the nutritional knowledge and the comparison of the like. No significant difference (P0.05), nutrition knowledge and attitude 9. There was a positive correlation between behavior and behavior (P0.05).9. The social and psychological function of quality of life, the physiological and mental health, the living environment and the quality of life, and the total score and nutrition of life quality. Knowledge, attitude and behavior are positively correlated (P0.05).10. The results of the interview between the left-behind children and the teacher, the teacher thinks that the influence of the parents out on the left-behind children is mainly two points, one is the lack of family education, and the other is the academic question. It is generally accepted that mental health and nutrition health education are necessary; left behind Children Conclusion 1. The quality of life of the left-behind children in the rural areas is generally lower, and the overall situation is in the middle and lower level. Sex, whether to host in school, poor academic performance, the high and low of the family's economic income, the time interval between parents' home and the number of the parents and the children is the main influencing factor of the quality of life of the left-behind children.2. The overall level of the quality of life of the left-behind children is significantly lower than that of the non-left-behind children, which is mainly manifested in 3. The relationship between the teacher-student relationship, the peer relationship, the self-concept, the convenience of life, the self-satisfaction, etc.3. The knowledge of the nutrition and food safety of the left-behind children in the rural areas is not enough, the knowledge of the knowledge is not high, the food structure is not reasonable, The awareness of the nutritional knowledge of the left-behind children is significantly lower than that of the non-left-behind children, but the two groups have a positive attitude, the way to acquire the knowledge and the hope to be carried out. The form of education is a single, mainly the teaching of the teacher, and generally does not pay attention to the diet rule and the nutrition balance.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：R179
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