發(fā)布時間：2018-04-24 21:25

  本文選題：昆明市 + 留守兒童　； 參考：《昆明醫(yī)科大學(xué)》2013年碩士論文

【摘要】：[目的]了解昆明市留守兒童心理健康狀況,并探討留守兒童心理健康相關(guān)影響因素。為云南留守兒童心理研究和制定預(yù)防留守兒童心理問題的策略和措施提供理論依據(jù)。 [方法]采用中學(xué)生心理健康綜合測量量表(MHT)、艾森克人格問卷少年版(EPQ)、小學(xué)生心理健康評定量表(MHRSP).自編心理健康問卷對昆明市留守兒童心理健康狀況及影響因素進(jìn)行調(diào)查,同時采用自編心理訪談綱要對留守兒童、兒童監(jiān)護(hù)人、教師進(jìn)行定性訪談。 [結(jié)果](1)在參與MHT心理健康問卷調(diào)查的465名學(xué)生中,心理不健康學(xué)生18名,不健康檢出率3.9%,其中留守兒童心理問題檢出率明顯高于非留守兒童(留守5.6%,非留守2.2%);(2)心理健康與人格的相關(guān)性分析顯示,心理與人格具有相關(guān)性,其中與E、P、N正向相關(guān),與L負(fù)性相關(guān)(相關(guān)系數(shù)依次為0.171、0.378、0.701、-0.228,P值均小于0.01)；(3)Logistic多因素回歸分析發(fā)現(xiàn),在眾多的因素中,在學(xué)校,老師關(guān)心兒童的學(xué)習(xí)、老師經(jīng)常去家里做家訪是心理健康的保護(hù)因素(OR小于1)：(4)在人格分析中,留守兒童人格偏差率要高于非留守兒童：(5)在教師對小學(xué)生心理健康評定分析中,學(xué)習(xí)障礙、情緒障礙、性格障礙、適應(yīng)障礙、品德障礙、不良習(xí)慣、行為障礙、特種障礙八個方面留守兒童均表現(xiàn)差于非留守兒童(P值均小于0.05)。 [結(jié)論](1)要重視留守兒童心理問題,采取相應(yīng)措施；(2)人格與心理健康有密切關(guān)系,在解決心理問題時要考慮人格因素影響；(3)老師因素、學(xué)校與家庭的互動是留守兒童保護(hù)因素,要在留守兒童心理問題預(yù)防中多加注意；(4)留守兒童較非留守兒童存在諸多障礙,要多加關(guān)愛。
[Abstract]:Objective: to understand the mental health status of left-behind children in Kunming and to explore the related factors of mental health. It provides the theoretical basis for the psychological research of the left-behind children in Yunnan and the formulation of the strategies and measures to prevent the psychological problems of the left-behind children. [methods] Middle school students' mental health comprehensive measurement scale (MHT), Eysenck Personality questionnaire (Eysenck Personality questionnaire), and Mental Health Assessment scale (MHRSPN) were used. The mental health status and influencing factors of left-behind children in Kunming were investigated by self-compiled mental health questionnaire. Meanwhile, the self-compiled outline of psychological interview was used to conduct qualitative interviews with left-behind children, child guardians and teachers. [results] among the 465 students who participated in the mental health questionnaire of MHT, 18 students were not healthy. The detection rate of mental health and personality of left-behind children was significantly higher than that of non-left-behind children (5.6%, 2.2%). The correlation between mental health and personality showed that there was a positive correlation between mental health and personality, and there was a positive correlation between mental health and Ephelophane, among them, there was a positive correlation between mental health and personality, among them, there was a positive correlation between mental health and personality. There was a negative correlation between L and L (the correlation coefficient was 0.171 / 0.378U 0.701- 0.228p < 0.01 / 0.228p respectively). Logistic regression analysis showed that, among the many factors, teachers were concerned about children's learning. In personality analysis, the personality deviation rate of left-behind children is higher than that of non-left-behind children: 5) in teachers' assessment and analysis of primary school students' mental health, learning disabilities, emotional disorders, Personality disorders, adaptation disorders, moral disorders, bad habits, behavioral disorders, special obstacles in eight aspects of left-behind children than the non-left-behind children P < 0.05. [conclusion] 1) it is necessary to pay attention to the psychological problems of children left behind and take appropriate measures. (2) there is a close relationship between personality and mental health. When solving psychological problems, we should consider the influence of personality factors on teachers, and the interaction between school and family is the protective factor of children left behind. More attention should be paid to the prevention of psychological problems of left-behind children.
【學(xué)位授予單位】：昆明醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：R179

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