發(fā)布時(shí)間：2019-02-14 16:29

【摘要】：流動(dòng)兒童近年來已逐步成為熱點(diǎn)問題，筆者認(rèn)為影響流動(dòng)兒童適應(yīng)性和身心健康的主要因素是心理韌性。而心理韌性(resilience)也一直是熱點(diǎn)課題。雖然國內(nèi)外已有很多心理韌性的測(cè)量工具,但在流動(dòng)兒童群體中的適用性未得到支持。本研究基于心理韌性的過程模型,通過訪談法開發(fā)適合我國流動(dòng)兒童群體的心理韌性測(cè)量工具。 通過訪談24名成績前5、擔(dān)任班干的優(yōu)秀流動(dòng)兒童,初步提煉出個(gè)人力問卷69題、社會(huì)支持問卷31題，共100個(gè)題目,在235名流動(dòng)兒童中初測(cè),通過項(xiàng)目鑒別度分析和探索性因素分析,個(gè)人力問卷保留了18個(gè)題目,包含失敗中成長、目標(biāo)與追求、積極認(rèn)知和人際和諧四個(gè)因子, α為0.91；社會(huì)支持保留了24個(gè)題目，包含教師支持、家庭支持和朋友支持三個(gè)因子,克隆巴赫α系數(shù)為0.94。復(fù)測(cè)樣本包含311名流動(dòng)兒童,驗(yàn)證性因素分析支持了量表的結(jié)構(gòu)效度。以甘怡群編制的青少年心理韌性量表做關(guān)聯(lián)效標(biāo),皮爾遜相關(guān)分別為0.54，同時(shí)表明效度較為理想。 現(xiàn)狀分析表明： （1）探索出來的問卷維度的變化體現(xiàn)了流動(dòng)兒童心理韌性保護(hù)性因素的獨(dú)特性，表明編制流動(dòng)兒童心理韌性量表是必要的。 (2）流動(dòng)兒童的心理韌性處于中等水平，個(gè)人力均分高于社會(huì)支持，其中人際和諧得分最高，目標(biāo)與追求其次，積極認(rèn)知再次，失敗中成長得分最低。社會(huì)支持中朋友支持略高于教師支持，家庭支持最次。 （3）流動(dòng)兒童在心理韌性的得分上存在著性別差異，女性高于男性。 （4）流動(dòng)兒童在心理韌性的得分上存在著成績差異，成績?cè)胶�，，心理韌性得分越高。 （5）流動(dòng)兒童在心理韌性的得分上存在著班干差異，班干高于非班干。 文章最后討論了流動(dòng)兒童心理韌性因素研究的教育啟示。
[Abstract]:Migrant children have gradually become a hot issue in recent years. The author thinks that the main factor affecting the adaptability and physical and mental health of migrant children is psychological resilience. Mental toughness (resilience) has also been a hot topic. Although there are many tools for measuring psychological toughness at home and abroad, their applicability in floating children is not supported. Based on the process model of psychological resilience, a tool for measuring psychological toughness of floating children in China was developed by interview. Through interviews with 24 excellent floating children who were in the top 5 grades, a 69 manpower questionnaire and 31 social support questionnaires were preliminarily extracted for the first time among 235 floating children. Through item identification analysis and exploratory factor analysis, 18 subjects were retained in the personal ability questionnaire, including four factors: growth in failure, goal and pursuit, positive cognition and interpersonal harmony, 偽 = 0.91. Social support retained 24 topics, including teacher support, family support and friend support three factors, Clombach 偽 coefficient of 0. 94. The repeated sample consisted of 311 floating children. Confirmatory factor analysis supported the structural validity of the scale. The Pearson correlation was 0.54 using the mental toughness scale developed by Gan Yi-qun as the correlation criterion, which indicated that the validity was ideal. The analysis shows that: (1) the change of questionnaire dimension reflects the uniqueness of the protective factors of psychological toughness of floating children, which indicates that it is necessary to compile the scale of psychological resilience of floating children. (2) the psychological toughness of floating children was in the middle level, and the average score of individual strength was higher than that of social support, among which interpersonal harmony score was the highest, goal and pursuit was the second, positive cognition was again, and growth score in failure was the lowest. In social support, the support of friends was slightly higher than that of teachers, and the support of family was the worst. (3) there was gender difference in the scores of psychological resilience of floating children, and female was higher than male. (4) there were differences in scores of mental toughness among floating children. The better the score, the higher the score of mental toughness. (5) there was a difference in the scores of mental toughness among the floating children, which was higher in the class than in the non-class. Finally, the article discusses the educational implications of the study on the psychological resilience factors of floating children.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 范興華;方曉義;劉勤學(xué);劉楊;;流動(dòng)兒童、留守兒童與一般兒童社會(huì)適應(yīng)比較[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2009年05期

2 馬偉娜;桑標(biāo);洪靈敏;;心理彈性及其作用機(jī)制的研究述評(píng)[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2008年01期

3 申繼亮;;流動(dòng)和留守兒童的發(fā)展與環(huán)境作用[J];當(dāng)代青年研究;2008年10期

4 韓嘉玲;北京市流動(dòng)兒童義務(wù)教育狀況調(diào)查報(bào)告[J];青年研究;2001年08期

5 曾守錘,李其維;兒童心理彈性發(fā)展的研究綜述[J];心理科學(xué);2003年06期

6 陳建文,黃希庭;中學(xué)生社會(huì)適應(yīng)性的理論構(gòu)建及量表編制[J];心理科學(xué);2004年01期

7 李小青;鄒泓;王瑞敏;竇東徽;;北京市流動(dòng)兒童自尊的發(fā)展特點(diǎn)及其與學(xué)業(yè)行為、師生關(guān)系的相關(guān)研究[J];心理科學(xué);2008年04期

8 席居哲;桑標(biāo);左志宏;;心理彈性(Resilience)研究的回顧與展望[J];心理科學(xué);2008年04期

9 孫曉玲;李曉文;吳明證;;青少年自我復(fù)雜性的測(cè)量及其壓力緩沖作用探討[J];心理學(xué)報(bào);2006年05期

10 胡月琴;甘怡群;;青少年心理韌性量表的編制和效度驗(yàn)證[J];心理學(xué)報(bào);2008年08期

本文編號(hào)：2422387