留守儿童家庭功能、自我概念与健康的关系—结构方程模型分析
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摘要
本研究旨在探讨留守儿童、非留守儿童的生理、心理、社会健康,以及对健康产生影响的重要因素——家庭功能和自我概念。先前的研究发现留守儿童的心理健康不如非留守儿童,主要是负性情绪较多,而在社会健康方面存在差异。家庭功能是影响负性情绪的重要原因,因此研究一引入该变量进行探讨。从理论上看自我概念和家庭、健康都有许多联系,在研究二中引入了这个中介变量。
研究选取了初中阶段的青少年留守群体,12-17岁(M=14.58,SD=0.69),他们正处于关注自我的时期。其中留守儿童有311人,非留守儿童351,没有填写该信息的有151人,总共777人。研究采用了中文修订的家庭亲密度和适应性问卷、自测健康问卷和根据自我描述问卷改编的自我概念问卷。收集数据后采用SPSS统计软件进行留守儿童与非留守儿童在健康、家庭、自我概念上的差异检验,用SPSS对自我概念问卷进行探索性因素分析,用AMOS软件绘制以自我概念为中介,以家庭功能为自变量、健康为因变量的结构方程模型,进行中介效应分析。
结果发现：1、留守儿童有较多的负性情绪；2、留守儿童有较差的外貌自我概念；3、家庭功能对青少年的生理、心理、社会健康的影响显著；4、青少年的家庭功能对自我概念影响显著,自我概念对健康的影响显著,家庭功能对健康的直接影响显著,家庭功能通过自我概念对健康产生的间接影响显著,间接影响高于直接影响。
研究结果提示,今后在留守儿童健康的研究可以着重负性情绪。在咨询实践中可以培养留守儿童情绪管理能力,形成对自我正面的认知。
We aim to explore the differences between China Rural left-behind children and those of non-left behind children on the issue of health, family function and self-concept. Previous studies have found that the psychological health, especially negative emotions, of children left behind is not as good as non-left-behind children. But there are ambiguous results in the social health. Family functioning is an important reason for negative emotions, so we introduce this variable in study 1. Theoretically, self-concept has strong relationship with family function and health, so we introduce this variable in study 2.
All subjects are in junior school. They are 12-17 years-old (M=14.58, SD=0.69). This adolescence is focus on them. There are 777 respondents all over, of them there are 311 left-behind children,351 none left-behind children, and 151 do not fill in the blank of this information. We use Chinese version of Family Cohesion and Adaptability Questionnaire, Self-rated Health Questionnaire and modified Self-concept Questionnaire. Self-concept Questionnaire is from Self-Description Questionnaire. We use SPSS statistical software to analyze differences between left-behind children and none-left behind one. Also we use it to do Exploratory Factor analysis for self-concept questionnaire. We use Amos software to depict a Structural Equation Modeling. In the model, family function is the independent variable, self-concept is the intervening variable and health is the dependent variable. Then we run a mediate effect analysis.
As a result, we find:1) Left-behind children have more negative affect; 2) also have more negative body self-concept; 3) Family function of adolescence have impact on physical health, psychological health and social health, significantly; 4) Family function also have great effect on self-concept, and self-concept affect health in adolescence. Most important, mediate effect is more than direct effect, though they are both statistically significant.
These results imply that in left-behind children study, we can focus on negative emotions. In psychological counseling we can teach them emotion management and help them form a positive self-concept.
研究选取了初中阶段的青少年留守群体,12-17岁(M=14.58,SD=0.69),他们正处于关注自我的时期。其中留守儿童有311人,非留守儿童351,没有填写该信息的有151人,总共777人。研究采用了中文修订的家庭亲密度和适应性问卷、自测健康问卷和根据自我描述问卷改编的自我概念问卷。收集数据后采用SPSS统计软件进行留守儿童与非留守儿童在健康、家庭、自我概念上的差异检验,用SPSS对自我概念问卷进行探索性因素分析,用AMOS软件绘制以自我概念为中介,以家庭功能为自变量、健康为因变量的结构方程模型,进行中介效应分析。
结果发现：1、留守儿童有较多的负性情绪；2、留守儿童有较差的外貌自我概念；3、家庭功能对青少年的生理、心理、社会健康的影响显著；4、青少年的家庭功能对自我概念影响显著,自我概念对健康的影响显著,家庭功能对健康的直接影响显著,家庭功能通过自我概念对健康产生的间接影响显著,间接影响高于直接影响。
研究结果提示,今后在留守儿童健康的研究可以着重负性情绪。在咨询实践中可以培养留守儿童情绪管理能力,形成对自我正面的认知。
We aim to explore the differences between China Rural left-behind children and those of non-left behind children on the issue of health, family function and self-concept. Previous studies have found that the psychological health, especially negative emotions, of children left behind is not as good as non-left-behind children. But there are ambiguous results in the social health. Family functioning is an important reason for negative emotions, so we introduce this variable in study 1. Theoretically, self-concept has strong relationship with family function and health, so we introduce this variable in study 2.
All subjects are in junior school. They are 12-17 years-old (M=14.58, SD=0.69). This adolescence is focus on them. There are 777 respondents all over, of them there are 311 left-behind children,351 none left-behind children, and 151 do not fill in the blank of this information. We use Chinese version of Family Cohesion and Adaptability Questionnaire, Self-rated Health Questionnaire and modified Self-concept Questionnaire. Self-concept Questionnaire is from Self-Description Questionnaire. We use SPSS statistical software to analyze differences between left-behind children and none-left behind one. Also we use it to do Exploratory Factor analysis for self-concept questionnaire. We use Amos software to depict a Structural Equation Modeling. In the model, family function is the independent variable, self-concept is the intervening variable and health is the dependent variable. Then we run a mediate effect analysis.
As a result, we find:1) Left-behind children have more negative affect; 2) also have more negative body self-concept; 3) Family function of adolescence have impact on physical health, psychological health and social health, significantly; 4) Family function also have great effect on self-concept, and self-concept affect health in adolescence. Most important, mediate effect is more than direct effect, though they are both statistically significant.
These results imply that in left-behind children study, we can focus on negative emotions. In psychological counseling we can teach them emotion management and help them form a positive self-concept.
引文
[1]罗静,王薇,高文斌.中国留守儿童研究评述[J].心理科学进展,2009,17(5)：990-995
[2]郝振,崔丽娟.留守儿童界定标准探讨[J].中国青年研究,2007,10：40-43
[3]汪向东,王希林,马弘.心理卫生评定量表手册增订版[M].北京：中国心理卫生杂志社,1999.35-45,142-149
[4]World Health Organization. Health interview surveys:Towards international harmonization of methods and instruments (WHO Regional Publications, European Series, no 58). Copenhagen:WHO Regional Office for Europe.1996
[5]Euro-REVES. Selection of a coherent set of health indicators for the European Union. Phase II:Final report. Montpellier, France:Author.2002
[6]陈惠惠,胡冰霜,何芙蓉,等.初中留守与非留守儿童心理健康影响因素分析[J].中国学校卫生,2011,32(4)：407-411
[7]胡心怡,刘霞,申继亮,等.生活压力事件、应对方式对留守儿童心理健康的影响[J].中国临床心理学杂志,2007,15(5)：502-504
[8]王东宇.小学“留守孩”个性特征及教育对策初探[J].中国健康心理学杂志,2002,10(5)：354-355
[9]刘正奎,高文斌,王婷,等.农村留守儿童焦虑的特点及影响因素[J].中国临床心理学杂志,2007,15(2)：177-182
[10]刘佰桥,王薇.农村留守儿童生活压力事件及心理健康状况调查分析[J].中国健康心理学杂志,2010,18(2)：210-212
[11]刘璐,屈程,邱于飞.留守儿童心理健康和内外控倾向关系的调查研究[J].中国健康心理学杂志,2007,15(11)：1017-1019
[12]李晓敏,袁婧,高文斌,等.留守儿童成年以后情绪、行为、人际关系研究[J].中国健康心理学杂志,2010,18(1)：92-94
[13]刘霞,范兴华,申继亮.初中留守儿童社会支持与问题行为的关系[J].心理发展与教育,2007(3)：98-102
[14]高文斌,王毅,王文忠,等.农村留守学生的社会支持和校园人际关系[J].中国心理卫生杂志,2007,21(11)：791-794
[15]Olson, H., Sprenkle, H., Russell, S. Circumplex model of marital and family systems:I. Cohesion and adaptability dimensions, family types, and clinical application[J]. Family Process,1979,18 (1):3-28
[16]Cumsille, E., Epstein, N. Family Cohesion, Family Adaptability, Social Support, and Adolescent Depressive Symptoms in Outpatient Clinic Families[J]. Journal of Family Psychology,1994,8 (2):202-214
[17]Sullivan, E., Miklowitz, J. Family Functioning Among Adolescents With Bipolar Disorder [J]. Journal of Family Psychology,2010,24 (1):60-67
[18]Herman C., Ostrander, R., Tucker, M. Do Family Environments and Negative Cognitions of Adolescents With Depressive Symptoms Vary by Ethnic Group [J]? Journal of Family Psychology,2007,21 (2):325-330
[19]阳德华.家庭亲密度和适应性与初中生抑郁、焦虑情绪的关[J].中国健康心理学杂志,2001,9(6)：417-419
[20]Shavelson, J., Hubner, J., Stanton, C. Self-concept:Validation of construct and interpretations [J]. Review of Educational Research,1976,46(3),407-441.
[21]Erikson, H. Identity:youth and crisis [M]. New York:Basic Books.1968
[22]Banji, R., Prentice, A. The self in social contexts[J]. Annual Reviews of Psychology, 1994,45,297-332.
[23]Hattie, J. Self-concept [M]. Hillsdale, NJ:Lawrence Erlbaum Association,1992
[24]Rice, P., Dolgin, G. The adolescent:Developmen, relationships, and culture[M]. Boston, MA:Person Education.2002
[25]Erikson, E. Identity:Youth and crisis [M]. New York:Norton.1968
[26]金河岩,朴华英.家庭功能与初中生自我同一性的关系研究[J].心理科学,2009,32(4)：1020-1022
[27]王玲凤,嵇宇虹.小学儿童的自我概念及其与父母教养方式的关系[J].中国临床心理学杂志.2004,(2)：142-144
[28]梁静,赵玉芳,谭力.农村留守儿童家庭功能状况及其影响因素研究[J].中国学校卫生,2007,26(7)：631-633
[29]Klein, A. "Self-perception in Late Adolescence:An Interactive Perspective.[M]"Adolescence,1995,30:579-591
[30]王方,范兴华.初中留守儿童自我概念与心理健康的关系[J].湘潭师范学院学报(自然科学版),2008,30(2)：153-155
[31]刘惠军,石俊杰.中学生自我概念与心理健康的关系研究[J].中国临床心理学杂志.2000,8(2)：48-50
[32]赵红,罗建国,李作为,等.农村“留守儿童”个性及自我意识状况的对照研究[J].中国健康心理学志,2006,14(6)：633-634
[33]范方,桑标.亲子教育缺失与“留守儿童”人格、学习及行为问题[J].心理科学,2005,28(4)：855-858
[34]侯洋,李施漫,李毕琴,汤永隆.留守儿童心理健康水平的情绪管理团体咨询效果研究[J].中国学校卫生,2009,30(3)：219-222
[35]John, O., Gross J. Individual differences in emotion regulation strategies:Links to lobal trait, dynamic, and social cognitive constructs [M]. In:Gross JJ, editor. Handbook of Emotion Regulation. New York:Guilford Press.2007:351-372.
[36]程利,袁加锦,何媛媛,李红.情绪调节策略：认知重评优于表达抑制[J].心理科学进展,2009,17(4)：730-735
[37]吴霓,丁杰,唐以志,等.农村留守儿童问题调研报告[J].教育研究,2004,297(10)：15-18,53
[38]范芳,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
[39]周福林,段成荣.留守儿童研究综述[J].人口学刊,2006,157(3)：60-64
[40]周宗奎,孙晓军,刘亚,等.农村留守儿童心理发展与教育问题[J].北京师范大学学报(社会科学版),2005,187(1)：71-79
[41]刘霞,武岳,申继亮,等.小学留守儿童社会支持的特点及其与孤独感的关系[J].中国健康心理学杂志,2007,15(4)：325-327
[42]刘春梅,李宏英.青少年社会支持系统发展特点的研究[J].心理科学,2002,25(4)： 477-478
[43]潘建芬,唐东辉,李书玲,等.青少年身体自我的研究[J].首都体育学院学报,2003,15(1)：115-117
[44]Guy L著,王全志,孟祥芝,等译.孩子们,儿童心理发展9th ed.[M].北京：北京大学出版社,2004.523-524
[45]邱皓政.青少年自我概念向度与成分双维理论之效度检验与相关因素分析[J].教育与心理研究,2003,26：85-131
[2]郝振,崔丽娟.留守儿童界定标准探讨[J].中国青年研究,2007,10：40-43
[3]汪向东,王希林,马弘.心理卫生评定量表手册增订版[M].北京：中国心理卫生杂志社,1999.35-45,142-149
[4]World Health Organization. Health interview surveys:Towards international harmonization of methods and instruments (WHO Regional Publications, European Series, no 58). Copenhagen:WHO Regional Office for Europe.1996
[5]Euro-REVES. Selection of a coherent set of health indicators for the European Union. Phase II:Final report. Montpellier, France:Author.2002
[6]陈惠惠,胡冰霜,何芙蓉,等.初中留守与非留守儿童心理健康影响因素分析[J].中国学校卫生,2011,32(4)：407-411
[7]胡心怡,刘霞,申继亮,等.生活压力事件、应对方式对留守儿童心理健康的影响[J].中国临床心理学杂志,2007,15(5)：502-504
[8]王东宇.小学“留守孩”个性特征及教育对策初探[J].中国健康心理学杂志,2002,10(5)：354-355
[9]刘正奎,高文斌,王婷,等.农村留守儿童焦虑的特点及影响因素[J].中国临床心理学杂志,2007,15(2)：177-182
[10]刘佰桥,王薇.农村留守儿童生活压力事件及心理健康状况调查分析[J].中国健康心理学杂志,2010,18(2)：210-212
[11]刘璐,屈程,邱于飞.留守儿童心理健康和内外控倾向关系的调查研究[J].中国健康心理学杂志,2007,15(11)：1017-1019
[12]李晓敏,袁婧,高文斌,等.留守儿童成年以后情绪、行为、人际关系研究[J].中国健康心理学杂志,2010,18(1)：92-94
[13]刘霞,范兴华,申继亮.初中留守儿童社会支持与问题行为的关系[J].心理发展与教育,2007(3)：98-102
[14]高文斌,王毅,王文忠,等.农村留守学生的社会支持和校园人际关系[J].中国心理卫生杂志,2007,21(11)：791-794
[15]Olson, H., Sprenkle, H., Russell, S. Circumplex model of marital and family systems:I. Cohesion and adaptability dimensions, family types, and clinical application[J]. Family Process,1979,18 (1):3-28
[16]Cumsille, E., Epstein, N. Family Cohesion, Family Adaptability, Social Support, and Adolescent Depressive Symptoms in Outpatient Clinic Families[J]. Journal of Family Psychology,1994,8 (2):202-214
[17]Sullivan, E., Miklowitz, J. Family Functioning Among Adolescents With Bipolar Disorder [J]. Journal of Family Psychology,2010,24 (1):60-67
[18]Herman C., Ostrander, R., Tucker, M. Do Family Environments and Negative Cognitions of Adolescents With Depressive Symptoms Vary by Ethnic Group [J]? Journal of Family Psychology,2007,21 (2):325-330
[19]阳德华.家庭亲密度和适应性与初中生抑郁、焦虑情绪的关[J].中国健康心理学杂志,2001,9(6)：417-419
[20]Shavelson, J., Hubner, J., Stanton, C. Self-concept:Validation of construct and interpretations [J]. Review of Educational Research,1976,46(3),407-441.
[21]Erikson, H. Identity:youth and crisis [M]. New York:Basic Books.1968
[22]Banji, R., Prentice, A. The self in social contexts[J]. Annual Reviews of Psychology, 1994,45,297-332.
[23]Hattie, J. Self-concept [M]. Hillsdale, NJ:Lawrence Erlbaum Association,1992
[24]Rice, P., Dolgin, G. The adolescent:Developmen, relationships, and culture[M]. Boston, MA:Person Education.2002
[25]Erikson, E. Identity:Youth and crisis [M]. New York:Norton.1968
[26]金河岩,朴华英.家庭功能与初中生自我同一性的关系研究[J].心理科学,2009,32(4)：1020-1022
[27]王玲凤,嵇宇虹.小学儿童的自我概念及其与父母教养方式的关系[J].中国临床心理学杂志.2004,(2)：142-144
[28]梁静,赵玉芳,谭力.农村留守儿童家庭功能状况及其影响因素研究[J].中国学校卫生,2007,26(7)：631-633
[29]Klein, A. "Self-perception in Late Adolescence:An Interactive Perspective.[M]"Adolescence,1995,30:579-591
[30]王方,范兴华.初中留守儿童自我概念与心理健康的关系[J].湘潭师范学院学报(自然科学版),2008,30(2)：153-155
[31]刘惠军,石俊杰.中学生自我概念与心理健康的关系研究[J].中国临床心理学杂志.2000,8(2)：48-50
[32]赵红,罗建国,李作为,等.农村“留守儿童”个性及自我意识状况的对照研究[J].中国健康心理学志,2006,14(6)：633-634
[33]范方,桑标.亲子教育缺失与“留守儿童”人格、学习及行为问题[J].心理科学,2005,28(4)：855-858
[34]侯洋,李施漫,李毕琴,汤永隆.留守儿童心理健康水平的情绪管理团体咨询效果研究[J].中国学校卫生,2009,30(3)：219-222
[35]John, O., Gross J. Individual differences in emotion regulation strategies:Links to lobal trait, dynamic, and social cognitive constructs [M]. In:Gross JJ, editor. Handbook of Emotion Regulation. New York:Guilford Press.2007:351-372.
[36]程利,袁加锦,何媛媛,李红.情绪调节策略：认知重评优于表达抑制[J].心理科学进展,2009,17(4)：730-735
[37]吴霓,丁杰,唐以志,等.农村留守儿童问题调研报告[J].教育研究,2004,297(10)：15-18,53
[38]范芳,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
[39]周福林,段成荣.留守儿童研究综述[J].人口学刊,2006,157(3)：60-64
[40]周宗奎,孙晓军,刘亚,等.农村留守儿童心理发展与教育问题[J].北京师范大学学报(社会科学版),2005,187(1)：71-79
[41]刘霞,武岳,申继亮,等.小学留守儿童社会支持的特点及其与孤独感的关系[J].中国健康心理学杂志,2007,15(4)：325-327
[42]刘春梅,李宏英.青少年社会支持系统发展特点的研究[J].心理科学,2002,25(4)： 477-478
[43]潘建芬,唐东辉,李书玲,等.青少年身体自我的研究[J].首都体育学院学报,2003,15(1)：115-117
[44]Guy L著,王全志,孟祥芝,等译.孩子们,儿童心理发展9th ed.[M].北京：北京大学出版社,2004.523-524
[45]邱皓政.青少年自我概念向度与成分双维理论之效度检验与相关因素分析[J].教育与心理研究,2003,26：85-131