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目的分析流动儿童与本地儿童社会支持状况的差异,探索影响流动儿童社会支持的主要因素。方法随机选取2014年10~12月绍兴市2所农民工子弟学校的儿童1 523名,其中流动儿童856名、本地儿童667名。采用社会支持问卷对其进行调查。结果流动儿童的社会支持总分、主观支持、客观支持度以及支持利用度均低于本地儿童。单因素分析结果表明,女生流动儿童的主观支持、社会支持利用度高于男生;初中生的社会主观支持和客观支持得分均高于小学生,不同学习成绩水平的支持利用度得分比较,差异有统计学意义(P<0.05)。多因素分析结果表明,影响流动儿童主观支持的因素是年级,影响客观支持的因素是年级、自评学习成绩,影响支持利用度的因素是性别、年级和自评学习成绩。结论流动儿童的社会支持低于本地儿童;虽然未见各因素对流动儿童社会支持总分的影响,但对社会支持的3个维度均有一定程度的影响。
Objective To analyze the difference of social support between migrant children and local children, and to explore the main factors influencing the social support of migrant children. Methods A total of 1 523 children of migrant children’s schools in Shaoxing were randomly selected from October to December 2014, of which 856 were migrant children and 667 were local children. Use social support questionnaires to investigate. Results The floating children’s social support score, subjective support, objective support and support utilization were lower than those of local children. The results of univariate analysis showed that the subjective support and the utilization of social support of floating children in girls were higher than that of boys. The scores of social subjective support and objective support of junior high school students were higher than those of primary school students. There were statistically significant differences Significance (P <0.05). The results of multivariate analysis showed that the factors affecting the subjective support of migrant children were grade. The factors affecting objective support were grade, self-rated learning achievement and the factors influencing the utilization of support were gender, grade and self-evaluation achievement. Conclusions The social support of migrant children is lower than that of local children. Although the impact of various factors on the total social support scores of migrant children is not obvious, they all affect the three dimensions of social support to a certain extent.