摘要
采用问卷法对315名隔代教育与300名非隔代教育的农村3-6年级儿童开展调查,以考察农村隔代教育儿童的亲子依恋类型与同伴冲突应对方式的状况及两者之间的关系。结果表明:与非隔代教育儿童相比,隔代教育儿童在依恋类型方面,安全型依恋倾向较低,回避型和焦虑型两种非安全型依恋倾向更高;在同伴冲突应对方式方面,更倾向于运用攻击和退避的消极策略,运用求助、问题解决的积极策略倾向明显更少;同时,安全型依恋的隔代教育儿童更倾向于运用求助、问题解决两种积极解决策略,非安全型依恋的隔代教育儿童则更倾向于使用攻击、幻想和退避的消极解决策略。
This article aims to probe into the types of parent-child attachment,peer collision coping style and the mutual relations between under the generation-skipping education,by using questionnaires to test 315 children raised by grandparents and 300 children raised by parents through Grade 3 to Grade 6 in rural primary schools.The findings show the following:Attachment security of children raised by grandparents scores lower than those raised by parents;on the other hand,avoidance attachment and anxiety attachment,two types of insecurity attachment for children raised by grandparents score higher than that for children raised by parents.In coping with peer collisions,children who are raised by grandparents tend to adopt negative strategies(attacking and escaping),but use fewer positive strategies(seeking help and solving problems).Moreover,among the children who are raised by grandparents,those of security attachment tend to choose positive strategies(seeking help and solving problems),and others of insecurity attachment tend to choose negative strategies(attacking,fancying and escaping)
引文
[1]吴为.民政部公布排查结果902万留守儿童近九成无父母监护[EB/OL].(2016-11-10)[2018-03-20].http://www.xinhuanet.com/local/2016-11/10/c_1119883271.htm.
[2]史小力,吴秀兰.中国式隔代教育利弊之辩[J].萍乡高等专科学校学报,2013,30(4):86-89.
[3]王云霞.农村留守青少年的依恋水平对其社会适应能力的影响研究[D].西安:陕西师范大学,2012.
[4]AINSWORTH M D.Attachment beyond infancy[J].American psychologist,1989,44(4):709-716.
[5]李伟,刘文,原雪雯,等.4-6年级小学生冲突解决策略的发展特点及相关影响因素[J].辽宁师范大学学报(社会科学版),2009,32(4):45-49.
[6]VLIERT E V D.Complex interpersonal conflict behavior:theoretical frontiers[M].Hove:Psychology Press,1997.
[7]GILLESPIE C W,CHICK A.Fussbusters:using peers to mediate conflict resolution in a head start classroom[J].Childhood Education,2001,77(4):192.
[8]鞠亮,邹泓,李一茗.同伴冲突解决策略及其影响因素的研究进展[J].心理发展与教育,2004(2):84-88.
[9]CAUSEY D L,DUBOW E F.Development of a self-report coping measure for elementary school children[J].Journal of clinical child psychology,1992,21(1):47-59.
[10]黄胜梅.学前儿童同伴冲突的观察研究[J].教育导刊,2008,(2):26-28.
[11]李丽君.幼儿同伴冲突的教育价值及对策初探[D].重庆:西南师范大学,2002.
[12]胥兴春.幼儿人际冲突及应对策略[J].幼儿教育,2006,(3):6-7.
[13]刘晓静.幼儿同伴冲突行为研究[D].南京:南京师范大学,2002.
[14]刘海.农村留守幼儿同伴冲突行为研究[D].重庆:西南大学,2014.
[15]MIKULINCER M,ORBACH I,IAVNIELI D.Adult attachment style and affect regulation:strategic variations in subjective self-other similarity[J].Journal of personality and social psychology,1998,75(2):436-448.
[16]CARLSON E,SROUFE L.Children's representations of attachment relationships in family drawings[J].Child development,1997,68(6):1154-1164.
[17]孙俊才,吉峰.成人依恋与婚恋质量[J].中国行为医学科学,2006(7):669-670.
[18]于海琴,周宗奎.小学高年级儿童亲子依恋的发展及其与同伴交往的关系[J].心理发展与教育,2002(4):36-40.
[19]李天莉,刘毅.青少年依恋关系与攻击性的相关研究[J].中国电力教育,2010(33):196-197.
[20]蒋慧.依恋风格、学业自我概念和完美主义对大学生成就目标的影响[D].南京:南京师范大学,2014.
[21]徐颖哲.小学生在与同学冲突情境下应对方式的研究[D].大连:辽宁师范大学,2002.
[22]范方,桑标.亲子教育缺失与“留守儿童”人格、学绩及行为问题[J].心理科学,2005,28(4):855-858.
