机构地区:[1]中南大学湘雅公共卫生学院,长沙410078 [2]湖南省教育科学研究院,长沙410005
出 处:《广西医科大学学报》2025年第1期130-137,共8页Journal of Guangxi Medical University
基 金:长沙市哲学社会科学规划课题资助项目(No.2024CSSKKT107)。
摘 要:目的:了解不同留守中小学生亲子沟通现状及其与情绪问题的相关性。方法:采用多阶段分层整群随机抽样法在湖南省14个市州抽取小学高年级(5~6年级)和初中(1~3年级)在校就读的学生,采用自编的电子问卷对调查对象进行调查,内容主要包括一般人口学资料、亲子沟通现状和情绪问题现状等,采用χ2检验比较不同留守状态中小学生的亲子沟通及情绪问题现状,采用二元logistic回归分析不同留守亚组下亲子沟通与情绪问题的相关性。结果:10344名研究对象中,38.4%为留守儿童,单因素分析显示不同留守状态下,中小学生与父母的沟通频率、沟通时长、沟通满意度、沟通综合指标及情绪问题发生情况均有差异(P<0.05)。多因素分析结果显示,亲子沟通与中小学生心理问题存在关联,且这种关联在不同留守状态亚组中存在差异(P<0.05)。结论:父子沟通或母子沟通良好为不同留守状态中小学生情绪问题的保护因素,应通过增加留守儿童的亲子沟通频率、时长,改善其沟通方式,提升父母自身的文化素养等改善留守儿童的亲子沟通以减少其心理问题的发生。Objective:To understand the current situation of parent-child communication among different leftbehind primary and middle school students and its correlation with emotional problems.Methods:A multistage stratified cluster random sampling method was used to select students attending upper elementary school(grades 5-6)and junior high school(grades 1-3)in 14 cities and states in Hunan Province,and a self-administered electronic questionnaire was used to survey the respondents,which mainly included general demographic information,parent-child communication status and emotional problems,etc.Theχ2-test was used to compare the status of parent-child communication and emotional problems of the primary and middle school students in different left-behind statuses,and binary logistic regression was used to analyze the correlation between parent-child communication and emotional problems in different left-behind subgroups.Results:Among the 10,344 study participants,38.4%were left-behind children.The univariate analysis showed that there were differences in the frequency of parent-child communication,communication duration,communication satisfaction,comprehensive indicators of communication and the occurrence of emotional problems between primary and middle school students and their parents under different left-behind statuses(P<0.05).The results of multi-factor analysis showed that there was an association between parent-child communication and psychological problems of primary and middle school students,and this association differed in different left-behind status subgroups(P<0.05).Conclusion:Good parent-child communication is a protective factor against the emotional problems among primary and middle school students in different left-behind statuses.Efforts should be made to enhance parent-child communication for left-behind children by increasing the frequency and duration of communication,improving communication styles,and enhancing parents’cultural literacy in order to reduce the occurrence of psychological problems
分 类 号:R749.5[医药卫生—神经病学与精神病学]
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