学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用  

The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors:The Mediating Role of Psychological Capital and Life Satisfaction

作　　者：银小兰 周路军 朱翠英 YIN Xiaolan;ZHOU Lujun;ZHU Cuiying(Guangxi Sub-Center of China Financial Literacy Education Synergy Innovation Center,Guangxi University of Finance and Economics,Nanning 530003;College of Education,Hunan Agricultural University,Changsha 410128;School of Information and Statistics,Guangxi University of Finance and Economics,Nanning g530003;College of Public Administration and Law,Hunan Agricultural University,Changsha 410128;Hunan Children and Adolescent Health Promotion Research Center,Changsha 410128)

机构地区：[1]广西财经学院中国财经素养教育协同创新中心广西分中心,南宁530003 [2]湖南农业大学教育学院,长沙4410128 [3]广西财经学院信息与统计学院,南宁530003 [4]湖南农业大学公共管理与法学学院,长沙410128 [5]湖南省儿童青少年健康促进研究中心,长沙410128

出　　处：《心理发展与教育》2023年第4期497-504,共8页Psychological Development and Education

基　　金：2021年度国家社会科学基金一般项目“协同治理视角下政府购买农村留守儿童福利服务机制研究”(21BGL232);2020年广西哲学社会科学规划研究课题一般项目“后扶贫时代贫困地区民众的心理贫困及扶智和扶志对策研究”(20BGL005)。

摘　　要：为探讨学校环境对农村留守儿童亲社会行为的影响及其作用机制,采用自编学校环境问卷、农村留守儿童心理资本问卷、生活满意度问卷、长处与困难问卷(学生版)(SDQ)对湖南省4~8年级833名农村留守儿童进行调查。结果表明:(1)学校环境、心理资本、生活满意度与亲社会行为两两显著正相关,学校环境能显著正向预测留守儿童亲社会行为;(2)心理资本和生活满意度在学校环境对亲社会行为间起显著的中介作用,存在三条中介路径:一是心理资本的单独中介作用,二是生活满意度的单独中介作用,三是心理资本和生活满意度的链式中介作用。研究表明改善学校环境有利于提升留守儿童的积极情绪和心理状态,从而促进亲社会行为的增加。To explore the effect of school environment on rural left-behind children's prosocial behaviors and its un-derlying mechanism,this study investigated 833 rural left-behind children from grade 4 to 8 in Hunan Province of China by using the self-edited school environment questionnaire,Rural Left-behind Children's Psychological Cap-ital Questionnaire,the Life Satisfaction Questionnaire and the Children's Strengths and Difficulties Questionnaire(SDQ)(Student Version).The results showed that:(1)There were significant correlations among school environ-ment,psychological capital,life satisfaction as well as prosocial behaviors;and school environment can significant-ly positively predict prosocial behaviors;(2)Psychological capital and life satisfaction played significant mediating roles between school environment and prosocial behaviors.Specifically,there were three ways for school environ-ment influencing prosocial behaviors:the first was the mediating role of psychological capital;the second was the mediating role of life satisfaction;the third was the chain-mediated role of both psychological capital and life satis-faction.The current study implies that the improvement of school environment is beneficial to the rural left-behind children's positive emotions and mental states so as to promote the increasement of prosocial behaviors.

关 键 词：学校环境 亲社会行为 心理资本 生活满意度 多重中介模型 农村留守儿童 

分 类 号：B844[哲学宗教—发展与教育心理学]