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目的了解吉安地区留守儿童的情绪特征,为留守儿童的教育提供可靠的理论依据。方法抽取吉安地区3所中学3所小学共1 009名儿童,采用积极/消极情感量表进行情绪特征评定。结果留守儿童积极情绪显著低于非留守儿童,双亲在外的留守儿童的积极情绪显著低于单亲在外的留守儿童,各类留守儿童在消极情绪上显著高于非留守儿童(P值均<0.05);男生的情感变化要小于女生,留守男生与女生在消极情绪上差异有统计学意义,其中双亲在外的不同性别留守儿童的消极情绪差异有统计学意义,母亲在外的差异也有统计学意义;在积极情绪方面,初中和小学高年级留守儿童显著高于小学低年级;在消极情绪方面,初中显著高于小学高年级,小学高年级显著高于小学低年级。结论留守儿童教育状态与情绪特征有密切关系。
Objective To understand the emotional characteristics of left-behind children in Ji’an and to provide a reliable theoretical basis for the education of left-behind children. Methods A total of 1 009 children from 3 primary schools in 3 middle schools in Ji’an were selected to assess the emotional characteristics by using the positive / negative emotion scale. Results The positive emotions of left behind children were significantly lower than those of left behind children. The positive emotions of left behind children with parents were significantly lower than that of left behind children with single parents. All kinds of left behind children were significantly more negative emotion than non - left children (all P <0.05) ; The emotional changes of boys are less than that of girls, the difference of negative emotions between left-behind boys and girls is statistically significant, among them, the negative emotions of left-behind children of parents with different sexes are statistically significant and the differences of mothers are statistically significant; In positive emotions, the number of left-behind children in junior and senior high school grades was significantly higher than that in the lower grades. In negative emotions, the junior middle school was significantly higher than the upper grades in primary school and the grade in primary school was significantly higher than the lower grades in primary school. Conclusion The educational status of left-behind children is closely related to emotional characteristics.