个体因素对流动儿童学校归属感的影响及身份认同的调节作用  

Influences of individual factors on school belonging and role of identity as a moderator among Migrant Children in China

作　　者：雷鹏[1,2] 陈旭[1] 刘妍洁[1] 彭丽娟[1] 

机构地区：[1]西南大学心理健康教育研究中心 [2]西南大学教育科学研究所,重庆400715

出　　处：《教学研究》2012年第4期99-103,124,共5页Research in Teaching

基　　金：国家社会科学基金(08BSH050)

摘　　要：采用整群抽样的方法,以成都及重庆两地485名流动儿童为被试,采用问卷测量的方式考察自尊和应对方式对流动儿童学校归属感的影响,并进一步探讨身份认同对它们关系的影响作用。结果表明:(1)农村身份认同偏好组在消极应对、自尊及学校归属感上比身份认同模糊组和城市身份认同偏好组差,且差异显著;(2)消极应对对学校归属感具有显著的负向预测作用;自尊和积极应对对学校归属感具有显著的正向预测作用,且积极应对的作用更为重要;(3)自尊是农村身份认同偏好组学校归属感的最佳预测因素,而积极应对则是城市身份认同偏好组和身份认同模糊组学校归属感的最佳预测因素。The present study aimed at investigating the relationship between individual factors and school belonging as well as the moderating effect of identity on it with a sample of 485 migrant children in Chongqing and Chengdu China.The results showed that:(1)there was a significant difference between rural identity preferences group and identity fuzzy and urban identity preferences group in negative coping style and school belonging;(2)Negative coping style was showed a significant negative prediction functions on the school belonging while self-esteem and positive coping style was showed significant positive prediction functions on it,and positive coping style contributed more to perceived school belonging;(3)Self-esteem was the best predictor of school belonging for rural identity preferences group,and positive coping style was the best predictor of school belonging for urban identity preferences group and identity fuzzy group.

关 键 词：流动儿童 学校归属感 自尊 应对方式 身份认同 

分 类 号：G525.5[文化科学—教育学]