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【目的】分析比较吉林省留守学生前瞻适应及心理韧性现状,探讨留守学生前瞻适应的影响因素及两者的关系,为制定留守学生心理干预、促进留守学生身心健康提供依据。【方法】采用青少年前瞻适应量表和心理韧性量表,对吉林省四县市1 483名中学生进行问卷调查。【结果】留守学生占调查对象的55.6%;留守学生前瞻适应得分为(58.80±6.51)分,心理韧性得分为(99.59±17.65)分,前瞻适应与心理韧性处于中等以上水平;留守与非留守学生的前瞻适应与心理韧性差异无统计学意义(P>0.05);影响留守学生前瞻适应的因素有居住地、父母学历、父母外出类型、亲子联系频率、监护人类型、监护人学历、亲子关系、师生关系、同伴关系、学习成绩;留守学生前瞻性适应总分与心理韧性总分呈显著性正相关(r=0.506,P<0.01);留守学生学习前瞻与心理韧性(r=0.494)、发展前瞻与心理韧性(r=0.432)均呈显著正相关(P均<0.01)。【结论】要从积极心理学视角出发,注重培养留守儿童的心理韧性,提高他们应对各种生活应激的能力,从而促进留守学生身心健康,更好地适应和发展。
【Objective】 To analyze and compare the present situation of prospective adaptation and psychological resilience among left-behind students in Jilin Province, and to explore the influencing factors and the relationship between them in forward-looking adaptation of left-behind students, so as to provide basis for making psychological intervention for left-behind students and promoting the physical and mental health of left-behind students. 【Method】 A total of 1 483 middle school students in four counties of Jilin Province were surveyed by using adolescent prospective adaptation scale and psychological resilience scale. 【Results】 Left-behind students accounted for 55.6% of the surveyed subjects; Left-behind students showed a forward-looking adaptation score of (58.80 ± 6.51) and a mental toughness score of (99.59 ± 17.65) points, with forward-looking adaptation and resilience at moderate levels; left and right There were no significant differences in prospective adaptation and mental toughness between the two groups (P> 0.05). The factors influencing left-behind students ’accommodation were parents’ education, their parents’education, parental outreach frequency, guardianship type, guardianship, parent-child relationship, (R = 0.506, P <0.01) .Study prospectively and psychological resilience (r = 0.494) of left-behind students and development of students Prospects and mental toughness (r = 0.432) were significantly positive correlation (P all <0.01). 【Conclusion】 From the perspective of positive psychology, we should pay attention to cultivating the psychological resilience of left-behind children and improve their ability to cope with various stresses of life so as to promote the physical and mental health of left-behind students and to adapt and develop better.