本文選題：初中留守兒童　切入點(diǎn)：自我分化　出處：《河北大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：留守兒童的心理健康是其健康成長(zhǎng)的基礎(chǔ);自我分化是個(gè)體能夠在情緒和理智層面區(qū)分自己和原生家庭的程度,是個(gè)體心理健康的重要預(yù)測(cè)源;同伴是青少年日常生活中提供社會(huì)支持最多的人,良好的同伴關(guān)系對(duì)保持個(gè)體的心理健康至關(guān)重要。本研究采用《自我分化量表》、《青少年同伴關(guān)系量表》和《中學(xué)生心理健康量表》對(duì)保定市某貧困縣兩所中學(xué)里255名留守兒童進(jìn)行問(wèn)卷調(diào)查,通過(guò)t檢驗(yàn)、方差分析、相關(guān)分析及回歸分析等研究方法對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)處理,進(jìn)一步探究了自我分化、同伴關(guān)系與心理健康之間的關(guān)系,研究結(jié)果表明:(1)初中留守兒童在整體心理健康水平和適應(yīng)性不良維度顯著差于非留守兒童,在情緒波動(dòng)維度,兩者的差異及其顯著。(2)初中留守兒童的留守態(tài)度可以顯著影響他們的心理健康水平,消極留守態(tài)度對(duì)心理健康的負(fù)向影響更大;初中留守兒童的心理健康狀況存在性別差異,男孩比女孩的心理健康水平差;另外初中留守兒童的心理健康水平隨年級(jí)的升高而變差,同伴關(guān)系也隨年級(jí)變化有所不同,8年級(jí)留守兒童的同伴關(guān)系最好。(3)初中留守兒童的自我分化與同伴接受呈顯著正相關(guān),自我分化與同伴恐懼和心理健康呈顯著負(fù)相關(guān);同伴接受與同伴恐懼和心理健康呈顯著負(fù)相關(guān);同伴恐懼與心理健康呈顯著正相關(guān)。(4)同伴接受和同伴恐懼分別調(diào)節(jié)了初中留守兒童自我分化和心理健康之間的關(guān)系,即對(duì)低同伴接受、高同伴恐懼的留守初中生而言,自我分化對(duì)心理健康的預(yù)測(cè)作用更強(qiáng)。
[Abstract]:The mental health of left-behind children is the basis of their healthy growth, and self-differentiation is the degree to which individuals can distinguish themselves from their original families on the emotional and rational levels, and is an important predictor of individual mental health. Peers are the people who provide the most social support in their daily lives, Good peer relationship is very important to maintain the individual's mental health. This study adopted Self-differentiation scale, Youth Peer relationship scale and Middle School students Mental Health scale to two middle schools in a poor county of Baoding City. A questionnaire survey was conducted among 255 left-behind children. By means of t-test, ANOVA, correlation analysis and regression analysis, the relationship between self-differentiation, peer relationship and mental health was further explored. The results showed that the left behind children in junior high school were significantly worse in their overall mental health level and poor adaptability than those in non-left-behind children, and in the dimension of emotional fluctuation. The difference between them and its significance. 2) Left-behind attitude of left-behind children in junior high school can significantly affect their mental health level, negative left-behind attitude has more negative effect on mental health, and there are gender differences in mental health status of left-behind children in junior high school. The mental health level of boys is worse than that of girls. In addition, the mental health level of left-behind children in junior high school becomes worse with the increase of grade. Peer relationship also varies with grade. The peer relationship of left-behind children in grade 8 is the best. (3) Self-differentiation of left-behind children in junior middle school is positively correlated with peer acceptance, and self-differentiation is negatively related to peer fear and mental health. Peer acceptance had a significant negative correlation with peer fear and mental health, and peer fear had significant positive correlation with mental health.) Peer acceptance and peer fear regulated the relationship between self-differentiation and mental health of left-behind children in junior high school, respectively. That is to say, self-differentiation has more predictive effect on mental health for the junior middle school students with low peer acceptance and high peer fear.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B844.2
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本文編號(hào)：1612049