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目的了解北京市职业高中生离家出走现状及其影响因素,为学校、社会及家庭采取干预和预防措施提供依据。方法采用分层整群随机抽样方法,对北京市31所职业高中共5 445名学生进行问卷调查。问卷内容包括学生社会人口学资料和故意伤害行为、情绪反应、离家出走意念及行为等。结果女生离家出走意念报告率为36.1%,高于男生的27.9%,但曾经离家出走行为报告率则为9.3%,低于男生的13.8%(χ2值分别为42.22,27.46,P值均<0.01);高一学生离家出走意念及曾经离家出走行为报告率分别为35.4%和14.1%,均高于高二和高三学生(χ2值分别为28.47,37.69,P值均<0.01);核心家庭学生离家出走意念及曾经离家出走报告率为31.0%和9.2%,明显低于隔代家庭及重组家庭学生(χ2值分别为38.75,158.09,P值均<0.01)。离家出走行为报告率具有随家庭人均月收入增高而降低的倾向(χ2=27.08,P<0.01)。学习成绩差、过去30 d里被同学欺侮过、感到安全没保障、参与打架2次及以上以及常感到孤独、担心失眠等不良情绪反应的学生离家出走意念及行为报告率均高于无此行为或相应体验的学生(P值均<0.01)。多因素分析结果显示,女生、低年级、母亲文化程度为小学及以下、学习成绩差、隔代家庭、被同学欺侮过、参与打架2次及以上、常感到孤独及失眠等为离家出走行为及意念的可能危险因素(P值均<0.01)。结论高职学生离家出走行为现象严重,学校应针对离家出走的原因开展有效干预。促进家长与孩子的沟通能力,可能为减少离家出走行为的有效手段之一。
Objective To understand the status quo and influencing factors of runaway of occupational high school students in Beijing and to provide basis for intervention and preventive measures in schools, communities and families. Methods A stratified cluster random sampling method was used to conduct a questionnaire survey on 5 445 students in 31 vocational high schools in Beijing. Questionnaire content includes student socio-demographic information and intentional injury behaviors, emotional reactions, ideas and behavior of leaving home and so on. Results The reported rate of girls running away from home was 36.1%, higher than that of boys, but the reported rate of leaving home was 9.3%, lower than 13.8% of boys (χ2 = 42.22,27.46, P = <0.01). The reported rate of high school students leaving home and leaving home behavior was 35.4% and 14.1%, respectively, higher than those of high school students and high school students (χ2 = 28.47 and 37.69, respectively, P <0.01). The reported rate of core family students leaving home and leaving home was 31.0% and 9.2% respectively, significantly lower than those of interclassified and rehosured families (χ2 = 38.75 and 158.09, P <0.01 respectively). The reported rate of runaway behavior tends to decrease with the increase of monthly average household income (χ2 = 27.08, P <0.01). Students who had poor academic performance, who had been bullied by their classmates in the past 30 days, who felt insecure and safe, those who participated in fights for 2 times or more and those who often felt lonely and worried about insomnia and other adverse emotional reactions, had higher rates of leaving their homes and their behavioral reports Behavior or the corresponding experience of students (P <0.01). Multivariate analysis showed that female students, lower grades, mothers with primary school education and below, poor academic performance, separated families, bullied by their classmates, participated in fights twice or more often feel loneliness and insomnia, etc. as running away from home And possible risk factors of ideation (P <0.01). Conclusion Higher vocational students run away from home seriously. Schools should carry out effective interventions on the reasons of leaving home. Parents and children to promote communication skills, may be to reduce the out-of-home act, an effective means.