留守生活对农村中小学生心理资本的影响研究  

Study on the Influence of Left-behind Life on the Psychological Capital of Rural Primary and Secondary School Students

作　　者：李铿[1] 蒋霞[1] 潘卫明[1] 徐斐斐[1] 薛亮[1] LI Keng;JIANG Xia;PAN Wei-ming(Gansu Provincial Center for Disease Control and Prevention,Lanzhou,730020,China)

机构地区：[1]甘肃省疾病预防控制中心,兰州730020

出　　处：《中国初级卫生保健》2020年第5期78-81,共4页Chinese Primary Health Care

基　　金：甘肃省卫生行业科研计划项目(GSWSKY-2015-40)。

摘　　要：目的探讨留守生活对农村中小学生心理资本的影响,为培养留守儿童积极心理品质提供科学依据。方法采用随机整群抽样的方法,对1202名农村中小学生进行心理资本问卷调查。结果留守学生与非留守学生在明理感恩(t=-6.078,P=0.000)、宽容友善(t=-3.865,P=0.000)、自信进取(t=-5.328,P=0.000)、乐观开朗(t=-2.586,P=0.000)及心理资本总分(t=4.902,P=0.000)方面有显著性差异,在自立顽强方面差异无统计学意义(t=1.701,P=0.089)。回归分析显示:留守类型、留守时间和父母联系频率是留守学生心理资本的主要影响因素,与监护人关系、父母回家频率对留守学生宽容友善和乐观开朗有影响。结论留守生活对农村留守中小学生心理资本影响较大,应采取相应的措施提升留守学生心理资本。OBJECTIVE To explore the influence of left-behind life on the psychological capital of rural primary and middle school students,and to provide a scientific basis for cultivating the positive psychological capital of left-behind children.METHODS A randomized cluster sampling method was used to conduct a psychological capital questionnaire survey of 1202 rural primary and middle school students.RESULTS The score of left-behind student’s gratitude(t=-6.078,P=0.000),tolerant and friendness(t=-3.865,P=0.000),confidence and enterprising(t=-5.328,P=0.000),optimism(t=-2.586,P=0.000),and psychological capital(t=4.902,P=0.000)were higher than the non-left-behind students.Regression analysis showed that the left-behind type,left-behind time and frequency of parental contact were main influence factors.Caring degree of guardian impacted the tolerance and friendliness and the frequency of parents going home impacted on left-behind student’s optimism and cheerfulness.CONCLUSION Left-behind life affected on the psychological capital of rural left-behind students.Corresponding measures should be taken to improve the psychological capital of left-behind students.

关 键 词：心理资本 留守生活 中小学生 农村 

分 类 号：R395.6[哲学宗教—心理学]