早年留守经历对青春期流动儿童依恋关系的影响
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摘要
目的探究早年留守经历对流动青少年依恋关系的影响,为青春期流动儿童心理健康教育提供参考。方法采用随机整群抽样方法,选取珠海、中山、东莞、深圳和广州各1所农民工子弟学校六~八年级全部学生1 544名(留守组763名,未留守组781名)作为研究对象,采用自编问卷、父母同伴依恋问卷(IPPA)进行测评。结果留守组儿童母亲信任、母亲沟通、父亲信任、父亲沟通维度及母亲依恋、父亲依恋得分较非留守组儿童低(t值分别为-5.63,-6.04,-5.53,-4.06,-6.97,-5.71,P值均<0.01);母亲疏远、父亲疏远、同伴疏远维度得分较非留守组儿童高(t值分别为5.62,3.31,2.59,P值均<0.01);留守组与非留守组儿童同伴信任、同伴沟通维度及同伴依恋得分差异无统计学意义(P值均>0.05)。多重线性回归分析显示,年龄是母亲信任、母亲沟通、母亲依恋、父亲信任、父亲依恋、同伴依恋的消极影响因素(B值分别为-1.30,-0.95,-2.88,-0.87,-1.34,-1.24),是母亲疏远、父亲疏远、同伴疏远的积极影响因素(B值分别为0.63,0.46,0.62,P值均<0.05);分离期间见面频率为每月都见是留守组儿童母亲依恋、父亲依恋的积极影响因素(B值分别为9.67,10.52,P值均<0.01);与父母均分离是留守组儿童同伴信任、同伴沟通、同伴依恋的消极影响因素(B值分别为-2.66,-1.78,-4.36,P值均<0.05);留守期间隔代监护是留守组儿童父亲疏远及同伴疏远的消极影响因素(t值分别为-0.40,-0.68,P值均<0.05);分离年龄在4~5岁是留守组流动儿童同伴依恋的积极影响因素(B=5.79,P<0.01)。结论早年留守经历对青春期流动儿童依恋关系造成影响。改善养育环境,制定增进父母与流动儿童共同生活等政策,将有助于降低儿童不良心理的发生风险。
Objective To explore possible impacts of early left-behind experiences on attachment of migrant adolescents.Methods A total of 763 migrant adolescents with left-behind experiences were classified as left-behind group( LBG), 781 migrant adolescents without left-behind experiences were classified as non-left-behind group( NLBG). All subjects were asked to complete a questionnaire survey, attachment was assessed by Revised Version of Inventory of Parent and Peer Attachment( IPPA-R). Results The LBG group scored significantly lower on mother trust, mother communication, father trust, father communication and mother attachment, father attachment than that of the NLBG group( t =-5.852,-5.966,-4.258,-4.313,-7.041,-5.19, P<0.01). Also,they scored significantly lower in mother alienation, father alienation and peer alienation than that of NLBG group( t = 5.616, 3.313,2. 593, P<0.01). The LBG group and NLBG group showed no significant differences on peer trust, peer communication and peer attachment( P>0.05). Multiple linear regression showed that, for the LBG group, age was the risk factor for mother trust, mother communication, mother attachment, father trust, father attachment, peer attachment and protective factor for mother alienation, father alienation and peer alienation. Meeting parents every month during the separation period was protective for mother and father attachment total score. Separation with parents was risk factor for peer trust, peer communication and peer attachment total score.During the separation, grandparents care was risk factor for father alienation and peer alienation. Separation with parents at the age of 4-5 years old was protective for peer attachment. Conclusion The experience of left-behind might compromise attachment with parents during adolescence. Improving parenting environment will help to promote migrant children's mental health.
Objective To explore possible impacts of early left-behind experiences on attachment of migrant adolescents.Methods A total of 763 migrant adolescents with left-behind experiences were classified as left-behind group( LBG), 781 migrant adolescents without left-behind experiences were classified as non-left-behind group( NLBG). All subjects were asked to complete a questionnaire survey, attachment was assessed by Revised Version of Inventory of Parent and Peer Attachment( IPPA-R). Results The LBG group scored significantly lower on mother trust, mother communication, father trust, father communication and mother attachment, father attachment than that of the NLBG group( t =-5.852,-5.966,-4.258,-4.313,-7.041,-5.19, P<0.01). Also,they scored significantly lower in mother alienation, father alienation and peer alienation than that of NLBG group( t = 5.616, 3.313,2. 593, P<0.01). The LBG group and NLBG group showed no significant differences on peer trust, peer communication and peer attachment( P>0.05). Multiple linear regression showed that, for the LBG group, age was the risk factor for mother trust, mother communication, mother attachment, father trust, father attachment, peer attachment and protective factor for mother alienation, father alienation and peer alienation. Meeting parents every month during the separation period was protective for mother and father attachment total score. Separation with parents was risk factor for peer trust, peer communication and peer attachment total score.During the separation, grandparents care was risk factor for father alienation and peer alienation. Separation with parents at the age of 4-5 years old was protective for peer attachment. Conclusion The experience of left-behind might compromise attachment with parents during adolescence. Improving parenting environment will help to promote migrant children's mental health.
引文
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[12]赵苗苗,李慧,李军,等.父母外出务工对农村留守儿童心理健康的影响研究[J].中国卫生事业管理,2012,29(1):60-63.
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[14]GORRESE A,RUGGIERI R.Peer Attachment:a meta-analytic review of gender and age differences and associations with parent attachment[J].J Youth Adoles,2012,41(5):650-672.
[15]PACE C S,SAN MARTINI P,ZAVATTINI G C.The factor structure of the Inventory of Parent and Peer Attachment(IPPA):a survey of Italian adolescents[J].Person Indiv Diff,2011,51(2):83-88.
[16]GULLONE E,ROBINSON K.The Inventory of Parent and Peer Attachment-Revised(IPPA-R)for children:a psychometric investigation[J].Clin Psychol Psychoth,2005,12(1):67-79.
[17]于宏飞.青少年依恋倾向与自尊、人际信任的关系研究[D].沈阳:沈阳师范大学,2013.
[18]盖秀灵.角色游戏中幼儿性别角色认同和老师介入的研究[D].开封:河南大学,2012.
[19]朱萍.农村中小学生母亲外出务工经历一般情况调查及母婴分离对子代抑郁和学习成绩的影响[D].合肥:安徽医科大学,2014.
[20]冯娜娜.农村留守初中生领悟社会支持与情绪性问题行为的干预研究[D].开封:河南大学,2010.
[21]古吉慧,伍文杰.隔代教养经历对初中生心理健康的影响[J].中国学校卫生,2012,33(10):1246-1247.
[22]毕波.农村家庭隔代教养的消极影响及应对策略[J].安徽农业大学学报(社会科学版),2015,24(1):96-99.
[23]陈坚.从沙利文的人际理论看青少年良好人际关系模式的建立[J].云南电大学报,2008,10(4):32-35.
[2]周皓,荣珊.我国流动儿童研究综述[J].人口与经济,2011,11(3):94-103.
[3]COATES S W,JOHN B,MARGARET S.Mahler:their lives and theories[J].J Am Psychoanal Assoc,2004,52(2):571-601.
[4]BOWLBY J.The making and breaking of affectional bonds,I.Aetiology and psychopathology in the light of attachment theory.An expanded version of the fiftieth maudsley lecture,delivered before the royal college of psychiatrists,19 November 1976[J].Br J Psych,1977,130(3):201-210.
[5]高娇.鲍尔比的依恋理论简介及其现实意义[J].社会心理科学,2012,27(6):16-20.
[6]COLLIBEE C,FURMAN W.Quality counts:developmental shifts in associations between romantic relationship qualities and psychosocial adjustment[J].Child Dev,2015,86(5):1639-1652.
[7]朱玲.具有童年期留守经历的大学生的成人依恋、亚人际敏感的研究与干预[D].上海:上海师范大学,2004.
[8]ARMSDEN G C,GREENBERG M T.The inventory of parent and peer attachment:individual differences and their relationship to psychological well-being in adolescence[J].J Youth Adoles,1987,16(5):427-454.
[9]ARMSDEN G C,MCCAULEY E,GREENBERG M T,et al.Parent and peer attachment in early adolescent depression[J].J Abnorm Child Psychol,1990,18(6):683-697.
[10]张迎黎,张亚林,张迎新,等.修订版青少年依恋问卷中文版在初中生中应用的信效度[J].中国心理卫生杂志,2011,25(1):66-70.
[11]杜文军,刘馨宇,张建明,等.小学高年级留守儿童亲子依恋与养育状况关系分析[J].中国学校卫生,2015,36(6):857-860.
[12]赵苗苗,李慧,李军,等.父母外出务工对农村留守儿童心理健康的影响研究[J].中国卫生事业管理,2012,29(1):60-63.
[13]罗家有.我国农村留守儿童身心健康研究进展[J].中国学校卫生,2014,35(11):1601-1603.
[14]GORRESE A,RUGGIERI R.Peer Attachment:a meta-analytic review of gender and age differences and associations with parent attachment[J].J Youth Adoles,2012,41(5):650-672.
[15]PACE C S,SAN MARTINI P,ZAVATTINI G C.The factor structure of the Inventory of Parent and Peer Attachment(IPPA):a survey of Italian adolescents[J].Person Indiv Diff,2011,51(2):83-88.
[16]GULLONE E,ROBINSON K.The Inventory of Parent and Peer Attachment-Revised(IPPA-R)for children:a psychometric investigation[J].Clin Psychol Psychoth,2005,12(1):67-79.
[17]于宏飞.青少年依恋倾向与自尊、人际信任的关系研究[D].沈阳:沈阳师范大学,2013.
[18]盖秀灵.角色游戏中幼儿性别角色认同和老师介入的研究[D].开封:河南大学,2012.
[19]朱萍.农村中小学生母亲外出务工经历一般情况调查及母婴分离对子代抑郁和学习成绩的影响[D].合肥:安徽医科大学,2014.
[20]冯娜娜.农村留守初中生领悟社会支持与情绪性问题行为的干预研究[D].开封:河南大学,2010.
[21]古吉慧,伍文杰.隔代教养经历对初中生心理健康的影响[J].中国学校卫生,2012,33(10):1246-1247.
[22]毕波.农村家庭隔代教养的消极影响及应对策略[J].安徽农业大学学报(社会科学版),2015,24(1):96-99.
[23]陈坚.从沙利文的人际理论看青少年良好人际关系模式的建立[J].云南电大学报,2008,10(4):32-35.