流动儿童相对剥夺感、家庭亲密度与学校适应的关系
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摘要
研究随机选取福州市一所中学和一所小学的五、六、七、八年级共244名流动儿童为被试,采用问卷调查的方式,探讨流动儿童相对剥夺感、家庭亲密度与学校适应的关系。研究表明:六年级的学生学校适应水平低于五年级和七年级的学生,流动时间在3年以内的儿童在师生关系适应上要好于3年以上的儿童;家庭亲密度与相对剥夺感之间也存在显著负相关;相对剥夺感对流动儿童的学校适应有显著的负向预测作用,家庭亲密度对流动儿童学校适应有显著的正向预测作用。
The research investigated the relation among relative deprivation,family cohesion and school adjustment of migrant children. 244 migrant children of the 5 th,6 th,7 th and 8 th grades from 2 schools in Fuzhou completed the scales and questionnaires. Results:( 1) Students in grade six had lower school adaptation than those in grade five and grade seven,and children with less than 3 years of migration duration were better than children over 3 years in the teacher-student relationship;( 2) There was a significant negative correlation between family cohesion and relative deprivation; The relative deprivation negatively predicted migrant children' s school adjustment,while the family cohesion of migrant children had a positive prediction on their school adjustment.
The research investigated the relation among relative deprivation,family cohesion and school adjustment of migrant children. 244 migrant children of the 5 th,6 th,7 th and 8 th grades from 2 schools in Fuzhou completed the scales and questionnaires. Results:( 1) Students in grade six had lower school adaptation than those in grade five and grade seven,and children with less than 3 years of migration duration were better than children over 3 years in the teacher-student relationship;( 2) There was a significant negative correlation between family cohesion and relative deprivation; The relative deprivation negatively predicted migrant children' s school adjustment,while the family cohesion of migrant children had a positive prediction on their school adjustment.
引文
[1]段成荣,吕利丹,王宗萍,等.我国流动儿童生存和发展:问题与对策——基于2010年第六次全国人口普查数据的分析[J].南方人口,2013,28(4):44-55.
[2]熊猛,叶一舵.相对剥夺感:概念、测量、影响因素及作用[J].心理科学进展,2016,24(3):438-453.
[3]MUMMENDEY A,KESSLER T,KLINK A,ET AL.Strategies to cope with negative social identity:Predictions by social identity theory and relative deprivation theory.[J].Journal of Personality&Social Psychology,1999,76(2):229.
[4]顾明远.教育大辞典:增订合编本[M].上海:上海教育出版社,1998:29.
[5]PAIK,SANDRA|PHILLIPS,REBECCA.Student Mobility in Rural Communities:What Are the Implications for Student Achievement?[J].2002(18):32-34.
[6]李晓巍,邹泓,王莉.北京市公立学校与打工子弟学校流动儿童学校适应的比较研究[J].中国特殊教育,2009(9):81-86.
[7]孙晓莉.流动儿童学校适应性现状研究[J].现代教育科学,2006(12):20-21.
[8]熊猛.流动儿童相对剥夺感:特点、影响因素与作用机制[D].福州:福建师范大学,2015.
[9]许传新.学校适应情况:流动儿童与留守儿童的比较分析[J].中国农村观察,2010(1):76-86.
[10]费立鹏,沈其杰,郑延平,等.“家庭亲密度和适应性量表”和“家庭环境量表”的初步评价——正常家庭与精神分裂症家庭成员对照研究[J].中国心理卫生杂志,1991(5):49-52.
[11]SANDERS M R,DADDS M R,JOHNSTON B M,ET AL.Childhood depression and conduct disorder:I.Behavioral,affective,and cognitive aspects of family problem-solving interactions.[J].Journal of Abnormal Psychology,1992,101(101):495-504.
[12]张亚鹏.流动儿童学校适应及其家庭因素探究——以北京市三所公立学校为例[J].教育导刊,2016(6):41-46.
[13]郑会芳.农村留守儿童亲子沟通、家庭亲密度与其社会适应性关系研究[D].上海:华东师范大学,2009.
[14]何爽,辛向,李俊丽,等.家庭亲密度和大学新生学校适应的关系:分离-个体化的中介作用[J].中国特殊教育,2014(5):66-71.
[15]侯娟,邹泓,李晓巍.流动儿童家庭环境的特点及其对生活满意度的影响[J].心理发展与教育,2009,25(2):78-85.
[16]刘世宏,李丹,刘晓洁,等.青少年的学校适应问题:家庭亲密度、家庭道德情绪和责任感的作用[J].心理科学,2014(3):617-624.
[17]ZHANG J,TAO M.Relative deprivation and psychopathology of Chinese college students.[J].Journal of Affective Disorders,2013,150(3):903-907.
[18]范兴华,方晓义,刘杨,等.流动儿童歧视知觉与社会文化适应:社会支持和社会认同的作用[J].心理学报,2012,44(5):647-663.
[19]邓小晴,师保国.流动儿童歧视知觉与自尊:社会支持与流动时间的作用[J].中国特殊教育,2013(8):50-56.
[20]林崇德.发展心理学(第2版)[M].北京:人民教育出版社,2009:89.
[21]袁晓娇,方晓义,刘杨,等.流动儿童社会认同的特点、影响因素及其作用[J].教育研究,2010(3):37-45.
[2]熊猛,叶一舵.相对剥夺感:概念、测量、影响因素及作用[J].心理科学进展,2016,24(3):438-453.
[3]MUMMENDEY A,KESSLER T,KLINK A,ET AL.Strategies to cope with negative social identity:Predictions by social identity theory and relative deprivation theory.[J].Journal of Personality&Social Psychology,1999,76(2):229.
[4]顾明远.教育大辞典:增订合编本[M].上海:上海教育出版社,1998:29.
[5]PAIK,SANDRA|PHILLIPS,REBECCA.Student Mobility in Rural Communities:What Are the Implications for Student Achievement?[J].2002(18):32-34.
[6]李晓巍,邹泓,王莉.北京市公立学校与打工子弟学校流动儿童学校适应的比较研究[J].中国特殊教育,2009(9):81-86.
[7]孙晓莉.流动儿童学校适应性现状研究[J].现代教育科学,2006(12):20-21.
[8]熊猛.流动儿童相对剥夺感:特点、影响因素与作用机制[D].福州:福建师范大学,2015.
[9]许传新.学校适应情况:流动儿童与留守儿童的比较分析[J].中国农村观察,2010(1):76-86.
[10]费立鹏,沈其杰,郑延平,等.“家庭亲密度和适应性量表”和“家庭环境量表”的初步评价——正常家庭与精神分裂症家庭成员对照研究[J].中国心理卫生杂志,1991(5):49-52.
[11]SANDERS M R,DADDS M R,JOHNSTON B M,ET AL.Childhood depression and conduct disorder:I.Behavioral,affective,and cognitive aspects of family problem-solving interactions.[J].Journal of Abnormal Psychology,1992,101(101):495-504.
[12]张亚鹏.流动儿童学校适应及其家庭因素探究——以北京市三所公立学校为例[J].教育导刊,2016(6):41-46.
[13]郑会芳.农村留守儿童亲子沟通、家庭亲密度与其社会适应性关系研究[D].上海:华东师范大学,2009.
[14]何爽,辛向,李俊丽,等.家庭亲密度和大学新生学校适应的关系:分离-个体化的中介作用[J].中国特殊教育,2014(5):66-71.
[15]侯娟,邹泓,李晓巍.流动儿童家庭环境的特点及其对生活满意度的影响[J].心理发展与教育,2009,25(2):78-85.
[16]刘世宏,李丹,刘晓洁,等.青少年的学校适应问题:家庭亲密度、家庭道德情绪和责任感的作用[J].心理科学,2014(3):617-624.
[17]ZHANG J,TAO M.Relative deprivation and psychopathology of Chinese college students.[J].Journal of Affective Disorders,2013,150(3):903-907.
[18]范兴华,方晓义,刘杨,等.流动儿童歧视知觉与社会文化适应:社会支持和社会认同的作用[J].心理学报,2012,44(5):647-663.
[19]邓小晴,师保国.流动儿童歧视知觉与自尊:社会支持与流动时间的作用[J].中国特殊教育,2013(8):50-56.
[20]林崇德.发展心理学(第2版)[M].北京:人民教育出版社,2009:89.
[21]袁晓娇,方晓义,刘杨,等.流动儿童社会认同的特点、影响因素及其作用[J].教育研究,2010(3):37-45.