小學(xué)高年級(jí)兒童心理虐待和忽視對(duì)孤獨(dú)感的影響
發(fā)布時(shí)間：2018-08-17 18:35
【摘要】：目的:了解小學(xué)高年級(jí)兒童心理虐待和忽視狀況、孤獨(dú)感狀況及情緒調(diào)節(jié)自我效能感特點(diǎn),分析情緒調(diào)節(jié)自我效能感在兒童心理虐待和忽視對(duì)其孤獨(dú)感影響中的作用。方法:用隨機(jī)整群抽樣的方法,采用鄧云龍等人編制的兒童心理虐待和忽視量表(CPNAS)、Asher等人編制的兒童孤獨(dú)感量表(CLS)及文書峰等人修訂的情緒調(diào)節(jié)自我效能感量表,對(duì)山西省臨汾市和某農(nóng)村聯(lián)校小學(xué)五年級(jí)至六年級(jí)總共600名小學(xué)生進(jìn)行問卷調(diào)查,回收率為100%,問卷回收后,剔除有規(guī)律作答問卷、遺漏題目問卷后,剩余有效問卷545份,有效率為90.8%。;對(duì)所得數(shù)據(jù)采用SPSS17.0和Bootstrap進(jìn)行分析。結(jié)果:1、小學(xué)高年級(jí)兒童心理虐待和忽視特征:?小學(xué)高年級(jí)兒童心理虐待和忽視的性別差異,除干涉維度外,其他維度及總分差異顯著,且男生得分高于女生(p0.05)。?是否獨(dú)生子女,只有干涉維度具有顯著差異,非獨(dú)生子女分?jǐn)?shù)顯著低于獨(dú)生子女分?jǐn)?shù)(p0.05)。?在生源地上,農(nóng)村和城市小學(xué)高年級(jí)兒童在心理虐待分量表上差異不顯著,在兒童忽視維度和總分上差異顯著,農(nóng)村小學(xué)高年級(jí)兒童得分高于城市小學(xué)高年級(jí)兒童(p0.05)(4)在家庭結(jié)構(gòu)、母親文化程度及父親文化程度上差異均不顯著。2、小學(xué)高年級(jí)兒童孤獨(dú)感的特征:?男女性別、生源地、獨(dú)生子女與非獨(dú)生子女小學(xué)高年級(jí)兒童孤獨(dú)感差異均不顯著。?不同家庭結(jié)構(gòu)小學(xué)高年級(jí)兒童孤獨(dú)感之間具有顯著差異,單親家庭得分顯著高于雙親家庭和三代同堂家庭,三代同堂家庭得分相較單親和雙親家庭都低(p0.05)。?母親文化水平的不同在小學(xué)高年級(jí)兒童獨(dú)孤感總分上差異顯著,其中母親小學(xué)文化水平兒童孤獨(dú)感總分顯著高于初中和大專以上,高中(大專)文化程度顯著高于大專(p0.01)。(4)父親文化水平的不同在小學(xué)高年級(jí)兒童獨(dú)孤感總分上存在顯著差異,父親文化水平越低,兒童孤獨(dú)感得分越高(p0.01)。3、小學(xué)高年級(jí)兒童情緒調(diào)節(jié)自我效能感的特征:?小學(xué)高年級(jí)兒童情緒調(diào)節(jié)自我效能感在男女性別、是否獨(dú)生子女、家庭結(jié)構(gòu)、父母文化程度上的差異均不顯著。?在表達(dá)積極情緒效能感、調(diào)節(jié)生氣/憤怒情緒效能感及情緒調(diào)節(jié)自我效能感總分上,城市小學(xué)高年級(jí)兒童得分顯著高于農(nóng)村學(xué)生(p0.01)。4、各因素與兒童孤獨(dú)感的關(guān)系:相關(guān)分析結(jié)果顯示,兒童孤獨(dú)感與兒童心理虐待和忽視所得總分及各個(gè)因子所得分?jǐn)?shù)都具有顯著的正相關(guān)(p0.01);兒童孤獨(dú)感與情緒調(diào)節(jié)自我效能感所得總分及表達(dá)積極情緒效能感、調(diào)節(jié)生氣/憤怒情緒效能感兩維度顯著負(fù)相關(guān),與調(diào)節(jié)沮喪/痛苦情緒效能感這一維度顯著正相關(guān)(p0.01)。5、在小學(xué)高年級(jí)兒童心理虐待和忽視對(duì)孤獨(dú)感的影響中,通過調(diào)節(jié)效應(yīng)和中介效應(yīng)的分析,驗(yàn)證了情緒調(diào)節(jié)自我效能感是部分中介作用。結(jié)論:1、小學(xué)高年級(jí)兒童心理虐待和忽視、情緒調(diào)節(jié)自我效能感以及孤獨(dú)感在人口學(xué)上的差異,根據(jù)不同情況應(yīng)給與相應(yīng)的重視。2、兒童心理虐待和忽視及情緒調(diào)節(jié)自我效能感對(duì)兒童孤獨(dú)感均有影響,因此,預(yù)防和干預(yù)兒童孤獨(dú)感這一負(fù)性情緒體驗(yàn),可以從這些方面考慮。3、通過調(diào)節(jié)效應(yīng)和中介效應(yīng)的分析,驗(yàn)證了情緒調(diào)節(jié)自我效能感在小學(xué)高年級(jí)兒童心理虐待和忽視對(duì)孤獨(dú)感的影響中,起到部分中介作用,在緩解兒童孤獨(dú)感體驗(yàn)時(shí),還可從提升兒童自我情緒調(diào)控能力,緩解孤獨(dú)感。
[Abstract]:Objective: To investigate the status of psychological abuse and neglect, loneliness and emotional regulation self-efficacy in senior primary school children, and to analyze the effect of emotional regulation self-efficacy on their loneliness. A total of 600 primary school students from grade 5 to grade 6 in Linfen City and a rural joint school in Shanxi Province were surveyed by the Child Loneliness Scale (CLS) and the Emotional Regulation Self-efficacy Scale revised by Shufeng et al. (CPNAS), Asher et al. The recovery rate was 100%. After omitting the questionnaire, 545 valid questionnaires remained, the validity rate was 90.8%. The data were analyzed by SPSS17.0 and Bootstrap. Results: 1. The characteristics of psychological abuse and neglect of senior primary school children were as follows: The gender differences of psychological abuse and neglect of senior primary school children were significant except the intervention dimension. The score was higher than that of female students (p0.05). Whether the only child had significant difference only in the intervention dimension, the score of non-only child was significantly lower than that of only child (p0.05)? In the birthplace, there was no significant difference in the psychological abuse subscale between rural and urban primary school children, but there was significant difference in the neglect dimension and total score of children. The scores of grade children were higher than those of urban primary school children (p0.05). (4) There were no significant differences in family structure, mother's educational level and father's educational level. 2. The characteristics of loneliness of senior primary school children were as follows: gender, place of origin, only child and non-only child's loneliness were not significantly different.? The scores of single-parent families were significantly higher than those of two-parent families and three-generation families, and the scores of three-generation families were lower than those of single-parent and two-parent families (p0.05). The total scores of loneliness of children in higher grades of primary school were significantly different among different educational levels of mothers. The total score of loneliness of average children was significantly higher than that of junior middle school and college, and the educational level of senior high school (junior college) was significantly higher than that of junior college (p0.01). (4) There were significant differences in the total score of loneliness among senior primary school children with different father's educational level. The lower the father's educational level, the higher the score of loneliness of children (p0.01). The characteristics of my self-efficacy were as follows: There were no significant differences in gender, only child, family structure and parental education between male and female, and there were no significant differences in emotional adjustment self-efficacy between male and female. In terms of expressing positive emotional efficacy, regulating anger/anger emotional efficacy and total scores of emotional adjustment self-efficacy, urban elementary school children got higher grades. The score was significantly higher than that of rural students (p0.01). The relationship between each factor and children's loneliness: Correlation analysis showed that children's loneliness was positively correlated with children's total score of psychological abuse and neglect and scores of each factor (p0.01); children's loneliness was positively correlated with the total score of emotional regulation self-efficacy and positive emotional effect. There was a significant negative correlation between perceived ability and perceived efficacy in regulating anger/anger, and a significant positive correlation between perceived efficacy in regulating depression/pain (p0.01). 5. In the influence of psychological abuse and neglect on loneliness in senior primary school children, the moderating effect and mediating effect were analyzed to verify that emotional self-efficacy was a part of it. Conclusion: 1. Psychological abuse and neglect, emotional regulation self-efficacy and loneliness should be paid attention to in accordance with different situations. 2. Child psychological abuse and neglect and emotional regulation self-efficacy have influence on children's loneliness. Therefore, prevention and intervention of children's loneliness. This negative emotional experience can be considered from these aspects. 3. Through the analysis of moderating effect and mediating effect, it is verified that emotional self-efficacy plays a part of mediating role in the influence of psychological abuse and neglect on loneliness of senior primary school children. It can also improve children's self-emotion in alleviating loneliness experience. Control ability to relieve loneliness.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1
本文編號(hào)：2188530
[Abstract]:Objective: To investigate the status of psychological abuse and neglect, loneliness and emotional regulation self-efficacy in senior primary school children, and to analyze the effect of emotional regulation self-efficacy on their loneliness. A total of 600 primary school students from grade 5 to grade 6 in Linfen City and a rural joint school in Shanxi Province were surveyed by the Child Loneliness Scale (CLS) and the Emotional Regulation Self-efficacy Scale revised by Shufeng et al. (CPNAS), Asher et al. The recovery rate was 100%. After omitting the questionnaire, 545 valid questionnaires remained, the validity rate was 90.8%. The data were analyzed by SPSS17.0 and Bootstrap. Results: 1. The characteristics of psychological abuse and neglect of senior primary school children were as follows: The gender differences of psychological abuse and neglect of senior primary school children were significant except the intervention dimension. The score was higher than that of female students (p0.05). Whether the only child had significant difference only in the intervention dimension, the score of non-only child was significantly lower than that of only child (p0.05)? In the birthplace, there was no significant difference in the psychological abuse subscale between rural and urban primary school children, but there was significant difference in the neglect dimension and total score of children. The scores of grade children were higher than those of urban primary school children (p0.05). (4) There were no significant differences in family structure, mother's educational level and father's educational level. 2. The characteristics of loneliness of senior primary school children were as follows: gender, place of origin, only child and non-only child's loneliness were not significantly different.? The scores of single-parent families were significantly higher than those of two-parent families and three-generation families, and the scores of three-generation families were lower than those of single-parent and two-parent families (p0.05). The total scores of loneliness of children in higher grades of primary school were significantly different among different educational levels of mothers. The total score of loneliness of average children was significantly higher than that of junior middle school and college, and the educational level of senior high school (junior college) was significantly higher than that of junior college (p0.01). (4) There were significant differences in the total score of loneliness among senior primary school children with different father's educational level. The lower the father's educational level, the higher the score of loneliness of children (p0.01). The characteristics of my self-efficacy were as follows: There were no significant differences in gender, only child, family structure and parental education between male and female, and there were no significant differences in emotional adjustment self-efficacy between male and female. In terms of expressing positive emotional efficacy, regulating anger/anger emotional efficacy and total scores of emotional adjustment self-efficacy, urban elementary school children got higher grades. The score was significantly higher than that of rural students (p0.01). The relationship between each factor and children's loneliness: Correlation analysis showed that children's loneliness was positively correlated with children's total score of psychological abuse and neglect and scores of each factor (p0.01); children's loneliness was positively correlated with the total score of emotional regulation self-efficacy and positive emotional effect. There was a significant negative correlation between perceived ability and perceived efficacy in regulating anger/anger, and a significant positive correlation between perceived efficacy in regulating depression/pain (p0.01). 5. In the influence of psychological abuse and neglect on loneliness in senior primary school children, the moderating effect and mediating effect were analyzed to verify that emotional self-efficacy was a part of it. Conclusion: 1. Psychological abuse and neglect, emotional regulation self-efficacy and loneliness should be paid attention to in accordance with different situations. 2. Child psychological abuse and neglect and emotional regulation self-efficacy have influence on children's loneliness. Therefore, prevention and intervention of children's loneliness. This negative emotional experience can be considered from these aspects. 3. Through the analysis of moderating effect and mediating effect, it is verified that emotional self-efficacy plays a part of mediating role in the influence of psychological abuse and neglect on loneliness of senior primary school children. It can also improve children's self-emotion in alleviating loneliness experience. Control ability to relieve loneliness.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1
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