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目的探讨农村留守初中生情绪行为特点与生活满意度的关系,为提高留守儿童生活质量提供依据。方法采用青少年生活满意度量表和长处与困难问卷,对分层随机整群抽取的河南许昌地区4个县822名农村初中生进行调查。结果留守儿童的品行问题得分显著高于非留守儿童(P<0.01)。留守男生的同伴交往问题得分显著高于女生(P<0.01),而情绪问题得分显著低于女生(P<0.01);初一留守儿童的情绪问题、品行问题和多动问题得分最低,初二留守儿童的同伴交往问题得分最高,亲社会行为得分最低;留守5 a以上的儿童情绪问题和亲社会行为得分显著高于留守5 a以下的儿童(P<0.01);家庭月收入4 000元以上的留守儿童品行问题最少。初中留守儿童的友谊满意度对情绪问题、同伴交往问题有显著负向预测作用,并对亲社会行为有显著正向预测作用;环境满意度和家庭满意度对多动/注意不能有显著负向预测作用,对亲社会行为有显著正向预测作用;学校满意度对情绪问题和多动/注意不能有显著负向预测作用;学业满意度对品行问题和多动/注意不能有显著负向预测作用。结论生活满意度高的农村初中留守儿童有更多的亲社会行为和更少的情绪、行为问题。
Objective To explore the relationship between emotional behavior characteristics and life satisfaction of left-behind junior high school students in rural areas and provide basis for improving the quality of life of left-behind children. Methods A total of 822 rural middle school students from 4 counties in Xuchang, Henan Province, stratified by randomly stratified stratified stratified random questionnaires, were surveyed by the questionnaire about adolescent life satisfaction and strengths and difficulties. Results Left-behind children’s behavior problems score was significantly higher than non-left-behind children (P <0.01). Score of scores of emotional problems was significantly lower than that of girls (P <0.01); score of emotional problems, conduct problems and hyperactivity of left behind children was the lowest Children with left-behind children scored highest on social interactions and had the lowest score on prosocial behavior. Children with more than 5-year stay had significantly higher scores on emotional problems and pro-social behaviors than children under 5 years (P <0.01); family monthly income above 4,000 yuan Left behind children conduct the least problems. The friendship satisfaction of left-behind children in junior high school had a significant negative predictive effect on emotional problems and peer interaction, and had a significant positive predictive effect on prosocial behavior. Environmental satisfaction and family satisfaction could not have a significant negative impact on hyperactivity / attention Predictive effect on social behavior has a significant positive predictive effect; school satisfaction on emotional problems and hyperactivity / attention can not have a significant negative predictive effect; academic satisfaction for conduct problems and hyperactivity / attention can not have a significant negative prediction effect. Conclusion Left-behind children in rural junior high school with high life satisfaction have more pro-social behaviors and fewer emotional and behavioral problems.