發(fā)布時間：2019-03-26 12:20

【摘要】：目的通過對農(nóng)村地區(qū)留守兒童生活質(zhì)量現(xiàn)狀與營養(yǎng)知識、態(tài)度、行為現(xiàn)狀的調(diào)查分析,從心理與生理兩方面,身心結(jié)合綜合評估留守兒童的生存質(zhì)量現(xiàn)狀,并分析其相關(guān)影響因素,初探留守兒童生存質(zhì)量干預(yù)方向并給予合理化建議。 方法采用隨機(jī)整群抽樣的方法抽取甘肅省外出務(wù)工人員較多的康樂、皋蘭、會寧、靜寧和甘谷縣1484名4-6年級小學(xué)生為調(diào)查對象,應(yīng)用問卷調(diào)查方法與質(zhì)性訪談方法,量化研究與質(zhì)性研究相結(jié)合,使用《兒童少年生活質(zhì)量量表(CQOL)》問卷和自編的營養(yǎng)知識、態(tài)度、行為調(diào)查問卷。 結(jié)果 1.留守兒童生活質(zhì)量總體處于中下水平,所占比例為84.9%,僅有15.1%的留守兒童評價自己的生活質(zhì)量處于中上等與上等,相比非留守兒童,留守兒童的生活質(zhì)量較差,差異顯著(P0.05)。 2.留守兒童與非留守兒童生活質(zhì)量的不同因子比較分析,留守兒童主要是在師生關(guān)系、同伴關(guān)系、自我概念、生活便利性、自我滿意度及生活質(zhì)量總分方面顯著低于非留守兒童(P0.05),而在親子關(guān)系、學(xué)習(xí)能力與態(tài)度、軀體感覺、負(fù)性情緒、作業(yè)態(tài)度、活動機(jī)會性、運(yùn)動能力性等因子上的得分沒有顯著差異(P0.05)。 3.性別、是否在校寄宿、學(xué)習(xí)成績、家庭經(jīng)濟(jì)收入、父母回家的時間間隔及父母與兒童聯(lián)系的次數(shù)是留守兒童生活質(zhì)量的主要影響因素。男生生活質(zhì)量高于女生(P0.05)；在校寄宿的留守兒童顯著高于不寄宿兒童(P0.05)；學(xué)習(xí)成績較好的留守兒童,相對學(xué)習(xí)成績中下的兒童,其生活質(zhì)量的各方面及總體滿意度上的得分較高(P0.05)：家庭經(jīng)濟(jì)收入較高的留守兒童生活質(zhì)量水平顯著高于家庭經(jīng)濟(jì)收入中下的兒童(P0.05)；外出務(wù)工父母半年回家一次、與兒童聯(lián)系的次數(shù)越多,越有利于提高留守兒童的生活質(zhì)量水平(P0.05)。 4.農(nóng)村留守兒童對于營養(yǎng)知識與食品安全知識的了解非常少,包括最基礎(chǔ)的常識性食品安全知識。性別、年級、是否在校寄宿、學(xué)習(xí)成績及父母回家的時間間隔是留守兒童營養(yǎng)知識的影響因素,男生對于營養(yǎng)知識的了解顯著高于女生(P0.05),年級越高,營養(yǎng)知識的得分越高(P0.05),在校寄宿的留守兒童對于營養(yǎng)知識的了解顯著高于不寄宿兒童(P0.05),學(xué)習(xí)成績較好的兒童,了解的營養(yǎng)知識也相對較多(P0.05),外出父母半年回家一次最有利于留守兒童營養(yǎng)知識的獲得(P0.05)。 5.留守兒童營養(yǎng)與食品安全態(tài)度積極,70%以上的兒童表示有必要學(xué)習(xí)營養(yǎng)與食品安全知識,在校寄宿與學(xué)習(xí)成績較好的留守兒童相比不寄宿與學(xué)習(xí)成績中下的學(xué)生,學(xué)習(xí)營養(yǎng)知識的態(tài)度更加積極(P0.05)。 6.留守兒童飲食結(jié)構(gòu)不太合理,早餐最容易出現(xiàn)不按時吃,接近40%,晚餐比較容易出現(xiàn)暴食暴飲,達(dá)到30%以上,每天都吃奶類食品與水果的兒童不到40%。性別、年級、是否寄宿、家庭經(jīng)濟(jì)收入、學(xué)習(xí)成績、父母回家時間間隔及聯(lián)系次數(shù)對留守兒童營養(yǎng)行為的影響作用均不顯著(P0.05)。 7.近50%的留守兒童通過老師講授獲取營養(yǎng)相關(guān)知識,且希望以老師講授的形式開展?fàn)I養(yǎng)與食品安全教育。 8.留守兒童營養(yǎng)知識方面的知曉率顯著低于非留守兒童,留守兒童與非留守兒童的營養(yǎng)態(tài)度、營養(yǎng)行為及獲取營養(yǎng)知識的途徑與喜歡形式的比較,差異均不顯著(P0.05),營養(yǎng)知識、態(tài)度、行為之間均呈正顯著相關(guān)(P0.05)。 9.生活質(zhì)量的社會心理功能、生理心理健康、生活環(huán)境和生活質(zhì)量滿意度4個因子及生活質(zhì)量總分與營養(yǎng)知識、態(tài)度、行為呈顯著正相關(guān)(P0.05)。 10.留守兒童與老師的訪談結(jié)果,老師認(rèn)為父母外出對留守兒童造成的影響主要有兩點(diǎn),一是家庭教育的缺失,二是學(xué)業(yè)問題,普遍認(rèn)為開展心理健康與營養(yǎng)健康教育很有必要；留守兒童表現(xiàn)最突出的是情感孤獨(dú),期望能與父母多聯(lián)系。 結(jié)論 1.農(nóng)村留守兒童生活質(zhì)量普遍較低,總體處于中下水平,性別、是否在校寄宿、學(xué)習(xí)成績的好差、家庭經(jīng)濟(jì)收入的高低、父母回家的時間間隔及父母與兒童聯(lián)系的次數(shù)是留守兒童生活質(zhì)量的主要影響因素。 2.留守兒童生活質(zhì)量總體水平顯著低于非留守兒童,主要表現(xiàn)在師生關(guān)系、同伴關(guān)系、自我概念、生活便利性、自我滿意度等因子。 3.農(nóng)村留守兒童營養(yǎng)與食品安全知識不足,知識知曉率不高,飲食結(jié)構(gòu)均不合理,食品安全意識比較薄弱,但態(tài)度比較積極,愿意積極參加相關(guān)知識講座。 4.留守兒童營養(yǎng)知識的知曉率顯著低于非留守兒童,但兩組兒童都表現(xiàn)出較為積極的態(tài)度,獲取知識的途徑和希望開展的教育形式都比較單一,主要是老師講授,且普遍不重視飲食規(guī)律與營養(yǎng)均衡。 5.農(nóng)村留守兒童的生活質(zhì)量較差,營養(yǎng)健康狀況不容樂觀,整體生存質(zhì)量不高。
[Abstract]:Objective Through the investigation and analysis of the current situation of life quality and nutrition knowledge, attitude and behavior of the left-behind children in the rural areas, the present situation of the survival quality of the left-behind children is comprehensively evaluated from the aspects of psychology and physiology, and the related influencing factors are analyzed. In this paper, the intervention direction of the survival quality of the left-behind children is studied and the rational suggestion is given. Methods According to the method of random cluster sampling,1484 children from 4 to 6 in Gansu province were selected as the subject of investigation, and the questionnaire method and qualitative interview method were applied to study the study and qualitative study. A survey of the quality of life quality of children (CQOL), the questionnaire and the self-made nutrition knowledge, attitude and behavior. Volume. Results 1. The living quality of the left-behind children is in the middle and lower level, the proportion of the left-behind children is 84.9%, only 15.1% of the left-behind children evaluate their quality of life in the upper and lower levels. Compared with the non-left-behind children, the quality of life of the left-behind children is poor and the difference is significant (P (0.05).2. The different factors of the life quality of the left-behind children and the non-left-behind children are compared and analyzed, and the left-behind children are significantly lower than those in the non-left-behind children in relation to the relationship between teacher and student, peer relationship, self-concept, life convenience, self-satisfaction and quality of life (P0.05). The scores of the factors such as parentage, learning ability and attitude, body feeling, negative emotion, job attitude, activity opportunity and sports ability were not significantly different. (P0.05).3. Sex, whether boarding at school, academic performance, family economic income, time intervals between parents' home and the number of parents' contact with children are left-behind children's lives The main influencing factors of the quality are that the quality of life of the boys is higher than that of the female (P0.05); the left-behind children in the school are significantly higher than that of the non-boarding children (P0.05); the left-behind children with better academic performance, the lower-middle school children, the aspects of their quality of life and the overall satisfaction score Higher (P0.05): The living quality of the left-behind children with higher economic income of the family is significantly higher than that in the middle of the family's economic income (P0.05); the more the children's parents go home in half a year, the more the number of contacts with the children, the better the quality of life of the left-behind children (P0.05).4. There is very little knowledge of nutrition and food safety in the rural left-behind children, including the most basic The time interval between the sex, the grade, the school boarding, the academic achievement and the parents' home is the influence factor of the nutritional knowledge of the left-behind children. The understanding of the nutrition knowledge of the boys is higher than that of the female students (P0.05). The higher the grade, the higher the nutrition knowledge The higher the score (P0.05), the knowledge of the children left behind in the school is higher than that of the non-boarding children (P0.05). (P0.05).5. The nutrition and food safety of the left-behind children are positive and more than 70% of children show the need to study the knowledge of nutrition and food safety. The attitude is more positive (P0.05).6. The food structure of the left-behind children is not reasonable, the breakfast is most likely to be out of time, close to 40%, and the dinner is relatively easy to eat and drink, more than 30%, and each day There are less than 40% of children in milk and fruit. Sex, grade, boarding, family economic income, academic achievement, parents' home time interval and the number of contact times are the nutritional behavior of the left-behind children 7. Nearly 50% of the left-behind children get nutrition-related knowledge through the teacher, and hope to be old 8. The knowledge of the nutritional knowledge of the left-behind children is significantly lower than that of the non-left-behind children, the non-left-behind children and the non-left-behind children, the nutritional behavior and the way to obtain the nutritional knowledge and the comparison of the like. No significant difference (P0.05), nutrition knowledge and attitude 9. There was a positive correlation between behavior and behavior (P0.05).9. The social and psychological function of quality of life, the physiological and mental health, the living environment and the quality of life, and the total score and nutrition of life quality. Knowledge, attitude and behavior are positively correlated (P0.05).10. The results of the interview between the left-behind children and the teacher, the teacher thinks that the influence of the parents out on the left-behind children is mainly two points, one is the lack of family education, and the other is the academic question. It is generally accepted that mental health and nutrition health education are necessary; left behind Children Conclusion 1. The quality of life of the left-behind children in the rural areas is generally lower, and the overall situation is in the middle and lower level. Sex, whether to host in school, poor academic performance, the high and low of the family's economic income, the time interval between parents' home and the number of the parents and the children is the main influencing factor of the quality of life of the left-behind children.2. The overall level of the quality of life of the left-behind children is significantly lower than that of the non-left-behind children, which is mainly manifested in 3. The relationship between the teacher-student relationship, the peer relationship, the self-concept, the convenience of life, the self-satisfaction, etc.3. The knowledge of the nutrition and food safety of the left-behind children in the rural areas is not enough, the knowledge of the knowledge is not high, the food structure is not reasonable, The awareness of the nutritional knowledge of the left-behind children is significantly lower than that of the non-left-behind children, but the two groups have a positive attitude, the way to acquire the knowledge and the hope to be carried out. The form of education is a single, mainly the teaching of the teacher, and generally does not pay attention to the diet rule and the nutrition balance.
【學(xué)位授予單位】：蘭州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：R179

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 周宗奎,孫曉軍,劉亞,周東明;農(nóng)村留守兒童心理發(fā)展與教育問題[J];北京師范大學(xué)學(xué)報(社會科學(xué)版);2005年01期

2 姚偉,關(guān)永春;兒童教育與兒童的生活質(zhì)量[J];東北師大學(xué)報;2004年02期

3 馬麗霞;趙冬梅;王廣新;劉東平;錢建華;喻支霞;;農(nóng)村留守兒童的生活質(zhì)量狀況及其影響因素分析[J];中國兒童保健雜志;2008年05期

4 湯明新;郭強(qiáng);閻小妍;郭鵬飛;;健康相關(guān)生命質(zhì)量評價研究與應(yīng)用現(xiàn)狀[J];中國社會醫(yī)學(xué)雜志;2006年01期

5 蔣湘玲 ,郭敏 ,林明方;公立與私立學(xué)校中學(xué)生主觀生活質(zhì)量調(diào)查研究[J];海南醫(yī)學(xué);2003年07期

6 李永鑫;駱鵬程;譚亞梅;;農(nóng)村留守兒童心理彈性研究[J];河南大學(xué)學(xué)報(社會科學(xué)版);2008年01期

7 劉文艷;農(nóng)村義務(wù)教育階段“留守子女”教育現(xiàn)狀及對策[J];湖南教育;2005年17期

8 王建平,馬林芳;男女大學(xué)生自尊獲得方式及其受損后應(yīng)對方式的比較研究[J];韓山師范學(xué)院學(xué)報(社會科學(xué)版);2002年01期

9 夏燕瓊;秦祖國;蘇勝華;湯捷;;廣東省經(jīng)濟(jì)欠發(fā)達(dá)地區(qū)農(nóng)村留守兒童營養(yǎng)知識和飲食行為調(diào)查[J];海峽預(yù)防醫(yī)學(xué)雜志;2012年01期

10 王東宇;小學(xué)“留守孩”個性特征及教育對策初探[J];健康心理學(xué)雜志;2002年05期

，

本文編號：2447539