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目的探讨福建省初中留守儿童社会支持的特点及其与情绪行为问题的关系,为制定有效的干预措施提供依据。方法采用社会支持问卷及长处和困难问卷(学生版),对福建省乡镇中学的963名留守儿童和1 520名非留守儿童进行调查分析。结果留守儿童与非留守儿童总体社会支持得分分别为(34.98±6.01),(35.94±5.78)分,差异无统计学意义(t=3.959,P>0.05)。非留守儿童和仅父亲外出务工的留守儿童得到的社会支持高于其他类型的留守儿童(F=8.699,P<0.05)。社会支持水平与留守儿童的情绪行为呈负相关,主观支持、支持利用度对于初中留守儿童的情绪行为问题均具有负向预测作用。高社会支持水平下的留守儿童比低社会支持水平下的留守儿童具有较少的情绪行为问题,低社会支持水平的留守女生较男生存在更多的情绪问题(P值均<0.01)。结论为减少情绪行为问题的发生,在给留守儿童提供客观社会支持的同时,应特别重视其对支持的主观感受和培养利用社会支持的能力。
Objective To explore the characteristics of social support for left behind children in Fujian province and its relationship with emotional problems, and to provide basis for making effective interventions. Methods A total of 963 left-behind children and 1 520 non-left-behind children in township and town secondary schools in Fujian Province were investigated with the questionnaire of social support and the strengths and weaknesses questionnaire (Student Version). Results The overall social support scores of left-behind children and non-left-behind children were (34.98 ± 6.01) and (35.94 ± 5.78) points, respectively, with no significant difference (t = 3.959, P> 0.05). Social support for non-left-behind children and left-behind children with only a migrant father was higher than for other types of left-behind children (F = 8.699, P <0.05). The level of social support is negatively correlated with the emotional behavior of left behind children. Subjective support and utilization support play a negative predictive role in the emotional behavior of left behind children. Left-behind children with high levels of social support have less emotional problems than left-behind children with low levels of social support, and left-behind girls with lower levels of social support have more emotional problems than boys (P <0.01). Conclusions To reduce the occurrence of emotional problems, while providing objective social support for left-behind children, we should pay special attention to their subjective feelings about support and their ability to cultivate and utilize social support.