师生互动风格对留守儿童抑郁焦虑的影响
摘要
目的了解留守儿童的抑郁焦虑水平及与师生互动风格的关系,为关爱留守儿童心理健康提供有效途径。方法本研究采用问卷调查法随机选取山东省两所城市10所中小学的1934名在校学生进行问卷调查。结果留守儿童抑郁焦虑得分为6.45±5.97,非留守儿童为5.83±5.77,差异有统计学意义;多元线性回归分析结果表明对于留守儿童惩戒(β=0.222)、领导(β=-0.158)、不满(β=0.167)和犹豫(β=0.129)的师生互动风格以及父亲拒绝(β=0.211)与留守儿童抑郁焦虑水平密切相关,而非留守儿童中犹豫(β=0.157)、惩戒(β=0.138)和领导(β=-0.123)的师生互动风格以及父亲惩罚(β=0.143)、母亲拒绝(β=0.100)、父亲过保护(β=0.077)和父亲偏爱(β=0.066)与抑郁焦虑水平显著相关。结论留守儿童抑郁焦虑水平较高,师生互动风格对留守儿童抑郁焦虑问题影响较大。
引文
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[7] 杨通华,魏杰,刘平.留守儿童心理健康:人格特质与社会支持的影响.中国健康心理学杂志,2016,24(2):285-291.
[8] 罗小漫,郑德银,李玉姣等.班级环境、自尊对初中生主动与反应攻击的影响研究.贵州师范大学学报:自然科学版,2012,20(6):50-53.
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[2] China Women’s Federation.National survey of left-behind children in rural areas and migrant children in urban and rural areas.2013,Available at:http://acwf.people.com.cn/n/2013/0510/c99013-21437965.
[3] 姚荣英,刘峰,庄蔚然,等.皖北某地区小学高年级留守和非留守儿童攻击行为与父母依恋状况及其关系分析.蚌埠医学院学报,2015,40(5):650-655.
[4] Achenbach TM,Edelbrock C.Manual for the Child Behavior Checklist.(2nd).Publish by Department of Psychiatry and Psychlolgy.University of Vermont,Burlington,1987.
[5] 辛自强,林崇德,俞国良.教师互动问卷中文版的初步修订及应用.心理科学.2000,23(4):404-407.
[6] 范方.欠发达地区农村儿童的亲子教育缺失与问题行为研究.邵阳师范高等专科学校学报,2002,24(1):88-90.
[7] 杨通华,魏杰,刘平.留守儿童心理健康:人格特质与社会支持的影响.中国健康心理学杂志,2016,24(2):285-291.
[8] 罗小漫,郑德银,李玉姣等.班级环境、自尊对初中生主动与反应攻击的影响研究.贵州师范大学学报:自然科学版,2012,20(6):50-53.
[9] Guo J,Ren X,Wang X,et al.Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships.PLoS One,2015,10(12):e0145606.
[10] Wang L,Mesman J.Child Development in the Face of Rural-to-Urban Migration in China:A Meta-Analytic Review.Perspect Psychol Sci,2015,10(6):813-831.