本文選題：留守學(xué)生 + 前瞻適應(yīng)　； 參考：《中國兒童保健雜志》2013年09期

【摘要】：【目的】分析比較吉林省留守學(xué)生前瞻適應(yīng)及心理韌性現(xiàn)狀,探討留守學(xué)生前瞻適應(yīng)的影響因素及兩者的關(guān)系,為制定留守學(xué)生心理干預(yù)、促進(jìn)留守學(xué)生身心健康提供依據(jù)�！痉椒ā坎捎们嗌倌昵罢斑m應(yīng)量表和心理韌性量表,對吉林省四縣市1 483名中學(xué)生進(jìn)行問卷調(diào)查。【結(jié)果】留守學(xué)生占調(diào)查對象的55.6%;留守學(xué)生前瞻適應(yīng)得分為(58.80±6.51)分,心理韌性得分為(99.59±17.65)分,前瞻適應(yīng)與心理韌性處于中等以上水平;留守與非留守學(xué)生的前瞻適應(yīng)與心理韌性差異無統(tǒng)計(jì)學(xué)意義(P0.05);影響留守學(xué)生前瞻適應(yīng)的因素有居住地、父母學(xué)歷、父母外出類型、親子聯(lián)系頻率、監(jiān)護(hù)人類型、監(jiān)護(hù)人學(xué)歷、親子關(guān)系、師生關(guān)系、同伴關(guān)系、學(xué)習(xí)成績;留守學(xué)生前瞻性適應(yīng)總分與心理韌性總分呈顯著性正相關(guān)(r=0.506,P0.01);留守學(xué)生學(xué)習(xí)前瞻與心理韌性(r=0.494)、發(fā)展前瞻與心理韌性(r=0.432)均呈顯著正相關(guān)(P均0.01)�！窘Y(jié)論】要從積極心理學(xué)視角出發(fā),注重培養(yǎng)留守兒童的心理韌性,提高他們應(yīng)對各種生活應(yīng)激的能力,從而促進(jìn)留守學(xué)生身心健康,更好地適應(yīng)和發(fā)展。
[Abstract]:[objective] to analyze and compare the present situation of prospective adaptation and psychological resilience of left-behind students in Jilin Province, and to explore the influencing factors and the relationship between the prospective adaptation of left-behind students and their psychological toughness, in order to formulate psychological intervention for left-behind students. [methods] Adolescent prospective adaptation scale and mental toughness scale were used. A questionnaire survey was conducted among 1 483 middle school students in four counties and cities of Jilin Province. [results] Left-behind students accounted for 55.6% of the respondents, the prospective adaptation score of the left-behind students was (58.80 鹵6.51), the score of mental toughness was (99.59 鹵17.65), and the prospective adaptation and mental toughness were above the average level. There was no significant difference in prospective adaptation and psychological resilience between left-behind and non-left-behind students (P0.05); the factors influencing prospective adaptation of left-behind students were residence, parental education, type of parent going out, frequency of parent-child contact, type of guardian, degree of guardian. Parent-child relationship, teacher-student relationship, peer relationship, academic achievement; There was a significant positive correlation between the total score of prospective adaptation and the total score of mental toughness (r = 0.506 / P0.01), the positive correlation between learning prospect and mental toughness (r = 0.494), and between development prospect and mental toughness (r = 0.432) (P < 0.01). [conclusion] from the perspective of positive psychology, there is a significant positive correlation between the total score of prospective adaptation and the total score of mental toughness (P < 0.01). Emphasis should be placed on cultivating the psychological resilience of left-behind children and improving their ability to cope with all kinds of life stress so as to promote the physical and mental health of left-behind students and better adapt to and develop.
【作者單位】： 延邊大學(xué)附屬醫(yī)院;延邊大學(xué)護(hù)理學(xué)院;吉林大學(xué)第二醫(yī)院;
【基金】：國家社科基金西部項(xiàng)目(11XMZ081) 吉林省教育廳“十二五”社會(huì)科學(xué)研究項(xiàng)目(2011-03)
【分類號(hào)】：B844.2

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本文編號(hào)：2093474