【摘要】：近年來(lái),我國(guó)留守兒童數(shù)量不斷增加,留守兒童問(wèn)題不斷出現(xiàn),2004年之后這個(gè)特殊的社會(huì)群體逐漸引起了社會(huì)各界的高度關(guān)注,學(xué)者們從不同角度進(jìn)行大量研究。留守兒童與父母分離,缺失親情關(guān)愛(ài)和教育,孤獨(dú)感是他們首先要面對(duì)的問(wèn)題。為了進(jìn)一步探討農(nóng)村留守兒童的孤獨(dú)感、人格特征和社會(huì)支持狀況,以及三者之間的關(guān)系,從而更深入的研究留守兒童問(wèn)題,我選取莊浪縣臥龍鄉(xiāng)某小學(xué)四、五、六年級(jí)共四個(gè)班,隨機(jī)抽取180名被試,分別采用艾森克人格問(wèn)卷(EPQ)兒童版、兒童孤獨(dú)量表(CLS)和社會(huì)支持評(píng)定量表(SSPS)進(jìn)行測(cè)試。通過(guò)對(duì)留守與非留守兒童的孤獨(dú)感、人格特征和社會(huì)支持在性別、年級(jí)、寄宿、家庭完整性、看護(hù)類(lèi)型等方面的統(tǒng)計(jì)分析,得出以下結(jié)論: 一、留守與非留守兒童的孤獨(dú)感、人格特征和社會(huì)支持狀況: 1.在孤獨(dú)感變量上,在家庭類(lèi)型維度上,完整和不完整家庭的留守兒童孤獨(dú)感之間存在顯著差異;在看護(hù)類(lèi)型維度上,不同看護(hù)類(lèi)型的非留守兒童孤獨(dú)感之間存在顯著差異。 除此之外,留守與非留守兒童的孤獨(dú)感在性別、年級(jí)、寄宿、家庭類(lèi)型、看護(hù)類(lèi)型等維度上,都不存在顯著差異。 2.在人格特征變量上,在年級(jí)維度上,在內(nèi)外向分量上,四、五、六年級(jí)之間存在顯著差異;在是否寄宿維度上,在內(nèi)外向分量上,寄宿和非寄宿的留守兒童之間存在顯著差異;在父母外出打工維度上,在精神質(zhì)和掩飾性分量上,留守兒童之間存在顯著差異。 除此之外,留守與非留守兒童的人格特征各分量在性別、年級(jí)、寄宿、家庭類(lèi)型等維度上不存在顯著的差異。 3.在社會(huì)支持變量上,在年級(jí)維度上,在主觀支持和支持的利用度分量上,四、五、六年級(jí)的留守兒童之間存在顯著差異;在客觀支持分量上,四、五、六年級(jí)的非留守兒童之間存在顯著差異。 除此之外,留守與非留守兒童在性別、年級(jí)等維度上,都不存在顯著差異。 二、留守與非留守兒童的孤獨(dú)感、人格特征和社會(huì)支持相關(guān)情況: 1.留守兒童與非留守兒童的孤獨(dú)感與主觀支持之間都呈顯著的負(fù)相關(guān),與支持的利用度之間都呈顯著的負(fù)相關(guān)。 2.留守與非留守兒童人格特征的神經(jīng)質(zhì)與主觀支持之間都呈顯著的負(fù)相關(guān),人格特征的內(nèi)外向與客觀支持之間存在顯著的正相關(guān),人格特征的內(nèi)外向與孤獨(dú)感之間存在顯著的負(fù)相關(guān)。留守兒童人格特征的精神質(zhì)與神經(jīng)質(zhì)之間存在顯著的正相關(guān),精神質(zhì)與掩飾性之間存在顯著的負(fù)相關(guān)。而非留守兒童的掩飾性與精神質(zhì)、神經(jīng)質(zhì)之間都呈顯著的負(fù)相關(guān)。 3.留守兒童的主觀支持與客觀支持之間、主觀支持與支持的利用度之間、客觀支持與支持的利用度之間都呈高度的正相關(guān)。非留守兒童的主觀支持與支持的利用度之間呈顯著的正相關(guān)。
[Abstract]:In recent years, the number of left-behind children in China has been increasing, and the problem of left-behind children has been emerging. After 2004, this special social group has gradually aroused great concern from all walks of life, and scholars have carried out a lot of research from different angles. Left-behind children are separated from their parents, lack of family care and education, loneliness is the first problem they have to face. In order to further explore the loneliness, personality characteristics and social support status of rural left-behind children, as well as the relationship among them, so as to further study the problem of left-behind children, I selected four classes in the fourth, fifth and sixth grades of a primary school in Wolong Township, Zhuanglang County. 180 subjects were randomly selected and tested with Eisenke Personality questionnaire (EPQ) Child Edition, Child Solitude scale (CLS) and Social support rating scale (SSPS). Through the statistical analysis of loneliness, personality characteristics and social support of left-behind and non-left-behind children in gender, grade, boarding, family integrity, nursing type and so on, the following conclusions are drawn: first, the loneliness, personality characteristics and social support status of left-behind and non-left-behind children: 1. In the variables of loneliness, there are significant differences in the loneliness of left-behind children between complete and incomplete families in the dimension of family type, and there are significant differences in loneliness among non-left-behind children of different types of care in the dimension of nursing type. In addition, there were no significant differences in loneliness between left-behind and non-left-behind children in terms of gender, grade, boarding, family type, nursing type and so on. two銆，

本文編號(hào)：2504669