积极心理学视域下农村留守中职学生心理健康研究
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摘要
为了解农村留守中职学生的心理健康和生活学习状况,以积极心理学视角,用"长处与困难问卷"及相关问题对全国各地1007名中职学生进行问卷调查,对其中的留守和非留守中职学生进行比较,研究发现,留守和非留守中职学生相比,在"情绪症""行为问题""同伴问题""多动症""困难总分"等心理指标上并无显著差异,留守中职学生并非是受"消极情绪一直困扰"的"问题孩子"。然而,留守经历确实对中职学生有造成很大伤害,特别是父母双双外出打工且家庭仍然贫困的留守学生,在多项心理健康指标上和其他学生均有显著差异。
In order to understand the mental health and life learning situation of rural left-behind secondary vocational students,the research conducted a questionnaire survey on 1007 students across the country with the Strengths and Difficulties Questionnaire and related issues in view of positive psychology and made a comparison between the left-behind and non left-behind students.The study found that there aren't marked difference in the mental index of "emotional disorder","behavioral problems"and "peer problem"and "total difficulty score" between the left-behind and non left-behind secondary vocational students,and the left-behind secondary vocational students are not certainly the"problem children"plagued by negative emotion.However,the left-behind experience does has great harm to students,especially the students whose parents all go out or the families are still poverty-sticken have significant difference in various mental health indicators with other students.
In order to understand the mental health and life learning situation of rural left-behind secondary vocational students,the research conducted a questionnaire survey on 1007 students across the country with the Strengths and Difficulties Questionnaire and related issues in view of positive psychology and made a comparison between the left-behind and non left-behind students.The study found that there aren't marked difference in the mental index of "emotional disorder","behavioral problems"and "peer problem"and "total difficulty score" between the left-behind and non left-behind secondary vocational students,and the left-behind secondary vocational students are not certainly the"problem children"plagued by negative emotion.However,the left-behind experience does has great harm to students,especially the students whose parents all go out or the families are still poverty-sticken have significant difference in various mental health indicators with other students.
引文
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[2]钟学琼.浅谈班主任对农村留守中职生的关爱[J].新课程,2015(3)(下):156.
[3]付方俞.浅论中职学生中留守学生的心理问题及解决对策[J].经贸实践,2015(15):20.
[4]崔丽娟,张高产.积极心理学研究综述——心理学研究的一个新思潮[J].心理科学,2005(2):402-405.
[5]戴晓阳.常用心理评估量表手册[M].北京:人民军医出版社,2010.
[6][7]胡燕,董奇.负面标签带给农村留守中职生二次伤害[N].中国教育报,2016-04-05(005).
[8]董奇.农村留守学生不能被“污名化”[J].中国教育学刊,2016(4):11-15,20.
[10]常姗姗,王彩云.综述中等职业学校留守贫困学生现状及应对措施[J].课程教育研究,2015(10):172-173.
[12]汪伟国.中职学校留守学生问题应当治本[J].江苏教育:职业教育,2016(4):75-76.
[13][法]P.布迪厄,J.C.帕斯隆.继承人:大学生与文化[M].邢克超,译.北京:商务印书馆,2002:14.
[14]刘文生.欠发达地区中职留守学生心理问题现状、原因及对策[J].科教导刊,2011(10):211-212.
[15]张连海.“乡土中国”遭遇“机器时代”之社会团结:“费孝通问题”与“涂尔干主义”的对垒[J].宁夏社会科学,2015(1):39-44.
[16][法]埃米尔·涂尔干.社会分工论[M].渠东,译.上海:三联书店,2000:5.
[17]潘春艳.一种社会学视域下的教育论说——论涂尔干的教育观[J].兰州教育学院学报,2013(4):69-70.
[19][葡]佩德罗·孔塞桑罗米娜·班德罗.卢艳华,译.主观幸福感研究文献综述[J].国外理论动态,2013(7):10-23.
[20]任俊.积极心理学[M].上海:上海教育出版社,2006:32-37.
[21]徐春娟.体育在农村中职校留守学生心理问题干预中的作用[N].江苏教育报,2016-02-03(003).