【摘要】：本文在訪談、問卷調(diào)查以及數(shù)據(jù)處理的基礎(chǔ)上,從實(shí)證角度描述我國華僑留守初中生自我同一性與心理健康的關(guān)系,探索親子依戀對自我同一性的影響機(jī)制以及自我同一性對心理健康的效應(yīng)機(jī)制。華僑留守初中生面對不同的家庭結(jié)構(gòu),與國內(nèi)留守及非留守初中生有不同的人生選擇。同時(shí),當(dāng)前隨著國際形勢的變化,華僑留守初中生也面臨著新的挑戰(zhàn),教師及家長必須正視他們的變化,利用好其中的積極因素,為期身心健康發(fā)展帶來幫助。經(jīng)多層線性模型的進(jìn)一步分析發(fā)現(xiàn),親子依戀對自我同一性的影響在華僑留守、國內(nèi)留守及非留守初中生這三個(gè)群體中有著不同的影響機(jī)制。在自我同一性對心理健康的效應(yīng)機(jī)制內(nèi),華僑留守初中生的模型顯示應(yīng)對方式起到完全中介效應(yīng),國內(nèi)留守初中生的模型顯示應(yīng)對方式?jīng)]有中介效應(yīng),只存在自我同一性對心理健康的直接效應(yīng),非留守初中生的模型顯示應(yīng)對方式起到部分中介效應(yīng)基于上述結(jié)果,今后在對初中生進(jìn)行心理健康輔導(dǎo)時(shí),輔導(dǎo)者應(yīng)該更加注重群體差異,將群體、年級和性別差異作為心理輔導(dǎo)需要參照的影響因素。
[Abstract]:On the basis of interviews, questionnaires and data processing, this paper describes the relationship between self-identity and mental health of Chinese left-behind junior high school students from an empirical point of view. To explore the influence mechanism of parent-child attachment on self identity and the effect mechanism of self identity on mental health. Chinese left-behind junior high school students face different family structure and have different life choices from domestic left-behind junior high school students and non-left-behind junior high school students. At the same time, with the change of the international situation, the junior middle school students left behind by overseas Chinese are also facing new challenges. Teachers and parents must face up to their changes, make good use of the positive factors, and bring help to the development of physical and mental health for a long period of time. Through the further analysis of multi-layer linear model, it is found that the influence of parent-child attachment on self-identity is different in the three groups of Chinese, domestic and non-left-behind junior high school students. In the effect mechanism of self-identity on mental health, the model display coping style of overseas Chinese left-behind junior high school students has a complete intermediary effect, while the model display coping style of domestic left-behind junior high school students has no intermediary effect. There is only a direct effect of self-identity on mental health. The model of non-left-behind junior high school students shows that coping style plays a part of intermediary effect based on the above results. Counselors should pay more attention to group differences and regard group, grade and gender differences as the influencing factors of psychological counseling.
【學(xué)位授予單位】：溫州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G444

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本文編號：2395861