本文選題：留守經(jīng)歷 + 流動兒童��； 參考：《現(xiàn)代預防醫(yī)學》2017年01期

【摘要】：目的了解有無留守經(jīng)歷流動兒童的社會認同與自我概念現(xiàn)狀,為流動兒童的社會融入提供心理學依據(jù)。方法選擇廈門市金雞亭、杏南兩所中學的203名流動兒童為被試,采用社會認同問卷、田納西自我概念量表作為工具。結果有留守經(jīng)歷流動兒童對農(nóng)村人身份認同的比例高于無留守經(jīng)歷兒童,卡方檢驗表明兩類流動兒童在群體承諾(=8.147,P=0.017)和自我分類(=6.216,P=0.041)兩個因子上的人數(shù)分布差異有統(tǒng)計學意義,而在群體自尊上的差異無統(tǒng)計學意義(=1.411,P=0.494);t檢驗表明兩類流動兒童在自我概念上得分差異無統(tǒng)計學意義,多重線性回歸分析發(fā)現(xiàn)有留守經(jīng)歷流動兒童的社會自我(t=-3.036,P=0.003)、心理自我(t=1.996,P=0.048)影響其社會認同。結論留守與否影響流動兒童的社會認同及其與自我概念的關系。
[Abstract]:Objective to understand the status of social identity and self-concept of floating children with or without left-behind experience, and to provide psychological basis for social integration of migrant children. Methods 203 floating children from Jinji Pavilion and Xingnan Middle School in Xiamen City were selected as subjects. Social identity questionnaire and Tennessee Self-Concepts scale were used as tools. Results the proportion of migrant children with left-behind experience to the identity of rural people was higher than that of children without left-behind experience. The chi-square test showed that there were significant differences between the two groups of migrant children in terms of group commitment (8.147) and self-classification (6.216P (0.041). However, there was no significant difference in group self-esteem between the two groups. The results of 0.494t test showed that there was no significant difference in self-concept scores between the two groups of floating children. Multiple linear regression analysis showed that the social self-identity of children with left-behind experience was affected by social self (-3.036) and psychological self (1.996) and social identity (0.048). Conclusion Left-behind children's social identity and their relationship with self-concept are affected.
【作者單位】： 集美大學教師教育學院;溫州醫(yī)科大學應用心理系;
【基金】：福建省教育規(guī)劃項目(FJJKCG13-061) 國家社科基金項目(15BRK034) 福建省社科規(guī)劃項目(FJ2015B118)
【分類號】：C913.5

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本文編號：1848236