亲子分离对留守中学生正念、情绪智力和主观幸福感的影响  

Studies on the Influence of Parent-Child Separation on the Mindfulness and Emotional Intelligence and Subjective well-beingudents

作　　者：缪丽珺[1] 黄根英 MIAO Lijun;HANG Genying(School of Educational Sciences,Shangrao Normal university,Shangrao Jiangxi 334001,China;School of Humanities,Jiangxi University of Chinese Medicine,Nanchang Jiangxi 330004,China)

机构地区：[1]上饶师范学院教育科学学院,江西上饶334001 [2]江西中医药大学人文学院,江西南昌330004

出　　处：《上饶师范学院学报》2022年第1期102-109,共8页Journal of Shangrao Normal University

基　　金：全国教育科学规划教育部重点项目(DBA210299);江西省社会科学规划重点课题(20JY04);上饶师范学院校级基础教育课题(JCJY1719)。

摘　　要：课题组对江西四所中学902名中学生进行问卷调查,对获得的五因素正念量表(FFMQ-CH)、情绪智力量表(EIS)、总体幸福感量表(GWBS)的数据进行分析,以探讨亲子分离经历对留守中学生正念、情绪智力和主观幸福感的影响。研究发现,留守经历不会影响中学生的正念、情绪智力,但留守中学生主观幸福感比对照组低。16岁之前,留守中学生的留守时间越长,留守时年龄越大,双亲均外出可能性越多,则越负向影响留守中学生的主观幸福感。The research group investigated 902 middle school students using three questionnaires in four middle schools in Jiangxi,analyzed the data of three questionnaires of five factor mindfulness scale(FFMQ-CH),emotional intelli-gence scale(EIS)and overall well-being scale(GWBS),investigated the effect of parent-child separation on the mind-fulness,emotional intelligence and subjective well-being of left-behind middle school students.The conclusions are:there are no statistically differences in mindfulness and emotional intelligence score between the left-behind middle school students and the control group;subjective well-being score of left-behind middle school students is lower than that of the control group;before the age of 16,the longer time the left-behind middle school students stayed behind,the older age they were when they were left-behind,and the more likely both parents went out,the more negatively the subjective well-being of left-behind middle school students were affected.

关 键 词：留守中学生 亲子分离 正念 情绪智力 主观幸福感 

分 类 号：G444[哲学宗教—心理学]