初中生心理虐待阳性者的心理健康研究
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摘要
心理虐待(Psychological Maltreatment)指心理虐待主要来源于对儿童有责任义务、关系密切的人,是持续、重复、不适当的行为,它大大损害了儿童的社会、认知和情感方面的发展。但这些行为不涉及对儿童身体和性的接触,包括恐吓、忽视、贬损、干涉和纵容五种类型。
研究目的:本研究试图了解初中生心理虐待发生情况及其与依恋、学校归属感与心理健康的关系。
方法:对349名心理虐待阳性初中生进行问卷施测,采用一般情况调查表、儿童期心理虐待量表(CPANS)、青少年父母同伴依恋问卷(IPPA)、学校归属感量表(PSSM)和症状自评量表(SCL-90)四套量表施测。采用T检验、方差分析,回归分析及中介效应检验等方法
结果:(1)50.8%的心理虐待阳性率。恐吓是最多见的心理虐待类型,贬损是最少见的心理虐待类型。
(2)心理虐待阳性者在性别上没有显著差异,年级越高心理虐待报告率也越高,有年级差异。在干涉维度上,父亲文化程度越高,干涉越大。母亲无固定职业心理虐待检出率最高。
(3)心理虐待阳性者女生的同伴依恋总得分显著高于男生。年级差异也显著,八年级父母依恋和同伴依恋得分最高,九年级父母依恋和同伴依恋都是最低。依恋随着年级呈先增再降的变化。
(4)心理虐待阳性者中,女生学校归属感比男生高。担任班干部的学生学校归属感较高。报告有心理虐待阳性者年级越高学校归属感越低。
(5)心理虐待阳性者得分越高,心理健康水平越低;同伴依恋和亲子依恋也越低,学校归属感越低。依恋和学校归属感的情况是可以预测心理虐待阳性者心理健康水平的。
(6)同伴依恋和学校归属感对心理健康起到部分中介作用。
结论:中国文化背景下的初中生遭受心理虐待比较普遍,对于心理虐待阳性学生的心理健康问题,可以从同伴依恋和学校归属感两方面着手,在学校给予他们足够的安全感,以弥补他们在家庭里受到的心理虐待。
Psychological Maltreatment is a kind of maltreatments that comes from the parents or the guardians of children, and the maltreatment action is continuant, repetitive and uncorrectable. It’s harm for the children’s social, cognitive and emotional development, except the physical and sexual maltreatment. It consists of five dimensions: terrorizing, ignoring, belittling, intermeddling and corrupting.
Objective: The research tries to find the relationship among the psychological maltreatment, attachment, sense of school belonging and metal health. Method: Cluster sampling was used to select 349 psychological maltreatment positive junior students as subjects. Use T test, ANOVA, analysis of regression and the estimation of mediating effects methods.
Results:
(1) 50.8% of the junior students are abused, with terrorizing being its most type, and belittling being lest.
(2) The occurrence of junior students’psychological maltreatment isn’t associated with gender. In grade factor, the psychological-maltreatment-positive rate showed statistically significant differences. The higher the grade is, the higher positive rate is reported. In the dimensions of intermeddling, the father who has received higher education will intervene more in children. The rate is highest in the family that the mother has no formal work.
(3) To the psychological maltreatment positive students, females scored higher than males on a measure of attachment to peers. The attachment significantly differs from the grades. The junior students at grade eight scored highest on both parents and peers attachment, while the grade nine scored lowest. The overall trend of attachment tends to ascend first and decline then.
(4) Among the psychological maltreatment positive students, female scored higher than males on a measure of sense of school belonging. The students who are on duty in class have stronger sense of school belonging. The higher the grade is, the lower the sense of school belonging is.
(5) The positive students scored higher in Child Psychological Maltreatment Scale, the level of mental health and parent and peers attachment is lower. The attachment and the sense of school belonging can predict the level of mental health.
(6) The peers attachment and the sense of school belonging partially mediate the relationship between psychological maltreatment and mental health.
Conclusion: The psychological maltreatment is common in China. In order to help psychological maltreatment positive students, we can make efforts on the relationship between peers and school belonging. In other words, let them get more security from school to make up the maltreatment taken from the family.
研究目的:本研究试图了解初中生心理虐待发生情况及其与依恋、学校归属感与心理健康的关系。
方法:对349名心理虐待阳性初中生进行问卷施测,采用一般情况调查表、儿童期心理虐待量表(CPANS)、青少年父母同伴依恋问卷(IPPA)、学校归属感量表(PSSM)和症状自评量表(SCL-90)四套量表施测。采用T检验、方差分析,回归分析及中介效应检验等方法
结果:(1)50.8%的心理虐待阳性率。恐吓是最多见的心理虐待类型,贬损是最少见的心理虐待类型。
(2)心理虐待阳性者在性别上没有显著差异,年级越高心理虐待报告率也越高,有年级差异。在干涉维度上,父亲文化程度越高,干涉越大。母亲无固定职业心理虐待检出率最高。
(3)心理虐待阳性者女生的同伴依恋总得分显著高于男生。年级差异也显著,八年级父母依恋和同伴依恋得分最高,九年级父母依恋和同伴依恋都是最低。依恋随着年级呈先增再降的变化。
(4)心理虐待阳性者中,女生学校归属感比男生高。担任班干部的学生学校归属感较高。报告有心理虐待阳性者年级越高学校归属感越低。
(5)心理虐待阳性者得分越高,心理健康水平越低;同伴依恋和亲子依恋也越低,学校归属感越低。依恋和学校归属感的情况是可以预测心理虐待阳性者心理健康水平的。
(6)同伴依恋和学校归属感对心理健康起到部分中介作用。
结论:中国文化背景下的初中生遭受心理虐待比较普遍,对于心理虐待阳性学生的心理健康问题,可以从同伴依恋和学校归属感两方面着手,在学校给予他们足够的安全感,以弥补他们在家庭里受到的心理虐待。
Psychological Maltreatment is a kind of maltreatments that comes from the parents or the guardians of children, and the maltreatment action is continuant, repetitive and uncorrectable. It’s harm for the children’s social, cognitive and emotional development, except the physical and sexual maltreatment. It consists of five dimensions: terrorizing, ignoring, belittling, intermeddling and corrupting.
Objective: The research tries to find the relationship among the psychological maltreatment, attachment, sense of school belonging and metal health. Method: Cluster sampling was used to select 349 psychological maltreatment positive junior students as subjects. Use T test, ANOVA, analysis of regression and the estimation of mediating effects methods.
Results:
(1) 50.8% of the junior students are abused, with terrorizing being its most type, and belittling being lest.
(2) The occurrence of junior students’psychological maltreatment isn’t associated with gender. In grade factor, the psychological-maltreatment-positive rate showed statistically significant differences. The higher the grade is, the higher positive rate is reported. In the dimensions of intermeddling, the father who has received higher education will intervene more in children. The rate is highest in the family that the mother has no formal work.
(3) To the psychological maltreatment positive students, females scored higher than males on a measure of attachment to peers. The attachment significantly differs from the grades. The junior students at grade eight scored highest on both parents and peers attachment, while the grade nine scored lowest. The overall trend of attachment tends to ascend first and decline then.
(4) Among the psychological maltreatment positive students, female scored higher than males on a measure of sense of school belonging. The students who are on duty in class have stronger sense of school belonging. The higher the grade is, the lower the sense of school belonging is.
(5) The positive students scored higher in Child Psychological Maltreatment Scale, the level of mental health and parent and peers attachment is lower. The attachment and the sense of school belonging can predict the level of mental health.
(6) The peers attachment and the sense of school belonging partially mediate the relationship between psychological maltreatment and mental health.
Conclusion: The psychological maltreatment is common in China. In order to help psychological maltreatment positive students, we can make efforts on the relationship between peers and school belonging. In other words, let them get more security from school to make up the maltreatment taken from the family.
引文
包克冰,徐琴美.(2006)学校归属感与学生发展的探索研究.心理学探新.2(26):51-54
包克冰,李卉,徐琴美.(2006)中学生学校归属感及其自我概念的关系研究.教育科学研究, 1:25-28
陈福侠(2007).工读学校学生依恋、自我概念及其关系的研究.硕士学位论文.华东师范大学特殊教育学
丁大为(2008).心理虐待与忽视对大学生身体自我满意度的影响.现代医药卫生.24(7):960-962
邓云龙等(2008).457名大学生儿童期心理虐待和忽视经历与心理健康.中国临床心理学杂志.16(1):63-65
古桂雄,朱庆庆,花静等(2007).苏州市城区2299名7～10岁儿童的忽视状况调查.疾病控制杂志.3: 296-298
郝佳(2008).大学生学校归属感现状与心理健康水平的相关研究.硕士学位论文.辽宁师范大学应用心理学.
琚晓燕(2005).青少年依恋的测量及其自尊、社会适应性关系研究.硕士学位论文.浙江师范大学课程与教学论.
孔令艳等(2010).中学生社会支持和学校归属感的相关研究.中国健康心理学杂志,18(4):451-453
李靖环,陈洪霞(2007).高校学生学校归属感形成的影响因素及对策.重庆科技学院学报.1:72-73 李翠云.(2007).大学生心理求助、社会支持与心理健康的关系研究.硕士学位论文.内蒙古师范大学.
潘晓蕾,徐琴美.(2008).美院学生自我价值感特点及其与学校归属感的相关研究.中国临床心理学杂志.16(4):381-383
蒲唯丹.(2009).大学生成人依恋、领悟社会支持及神经质与焦虑的关系研究.硕士学位论文.中南大学应用心理学.
庞海波.(2009).初中生学校归属感与心理健康的相关研究.心理科学.32(5);1238-1241.
潘辰.(2010).儿童心理虐待量表修订及流行病学调查.博士学位论文.中南大学临床心理学.
廖英.(2006).儿童期心理虐待和忽视与大学生个性特征的关系.硕士学位毕业论文.中南大学临床心理学.
梁凌寒等.(2006).北京市青少年对父亲、母亲及同伴的依恋及其关系.中国心理卫生杂志.20(10),639-642.
廖英,邓云龙,潘辰.(2007).大学生儿童期心理虐待经历与个性特征的关系.中国临床心理学杂志.15(6),647-649.
李小青等.(2009).中学生同伴依恋的特点及其与友谊质量的关系.心理发展与教育.3,32-37.
刘桥生,蔡太生等.(2009).高中生儿童期心理虐待和忽视经历与自尊的关系.中国临床心理学杂志.17(3),357-361.
李慧英,孙霞.(2010).亲子依恋视角下留守儿童心理健康问题研究.长江大学学报(社会科学版).33(1),354-356.
王瑶等.(2008).高中生的儿童期心理虐待与忽视、自我和谐和抑郁.心理研究.1,85-88.
王宇.(2008).大学生成人依恋现状及其人际关系和心理健康水平的关系研究.硕士学位论文.辽宁师范大学应用心理学.
徐坤英.(2008).中学生学校归属感及其与心理健康的关系研究.硕士学位论文.西南大学基础心理学.
谢智静.(2008).457名大学生儿童期心理虐待和忽视经历与心理健康.中国临床心理学杂志.16(1),63-65.
杨淑萍.(1995).青少年与父母亲的情感关系:依附的性质与重要性.硕士学位论文.台湾师范大学教育心理与辅导研究所.
于海琴,周宗奎.(2002).小学高年级儿童亲子依恋的发展及其与同伴交往的关系. 心理发展与教育.4,36-40.
于丽琴.(2008).家庭教育中心理虐待问题的研究.东岳论丛.28(6),43-45.
杨安博,王登峰等(2008).高中生对父母的依恋与学业成就和自尊的关系.中国临床心理学杂志.16(1),55-58
伊学慧.(2009).大学生的学校适应及其成人依恋的关系研究.硕士学位论文.苏州大学发展与教育心理学.
严万森.(2010).初中生的心理健康与父母依恋、同伴依恋的关系.社会心理科学.25(1),85-88.
张咏梅.(2006).青少年依恋及与人际信任的关系研究.硕士学位论文.苏州大学应用心理学.
张晓宏.(2006).大学生学业成就归因与元认知、心理健康关系的实证研究.硕士学位论文.华东师范大学.
张连云.(2007).小学生儿童亲子依恋、教师接纳、同伴接纳、学业成就与孤独感的关系.硕士学位论文.贵州师范大学教育心理学.
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包克冰,李卉,徐琴美.(2006)中学生学校归属感及其自我概念的关系研究.教育科学研究, 1:25-28
陈福侠(2007).工读学校学生依恋、自我概念及其关系的研究.硕士学位论文.华东师范大学特殊教育学
丁大为(2008).心理虐待与忽视对大学生身体自我满意度的影响.现代医药卫生.24(7):960-962
邓云龙等(2008).457名大学生儿童期心理虐待和忽视经历与心理健康.中国临床心理学杂志.16(1):63-65
古桂雄,朱庆庆,花静等(2007).苏州市城区2299名7～10岁儿童的忽视状况调查.疾病控制杂志.3: 296-298
郝佳(2008).大学生学校归属感现状与心理健康水平的相关研究.硕士学位论文.辽宁师范大学应用心理学.
琚晓燕(2005).青少年依恋的测量及其自尊、社会适应性关系研究.硕士学位论文.浙江师范大学课程与教学论.
孔令艳等(2010).中学生社会支持和学校归属感的相关研究.中国健康心理学杂志,18(4):451-453
李靖环,陈洪霞(2007).高校学生学校归属感形成的影响因素及对策.重庆科技学院学报.1:72-73 李翠云.(2007).大学生心理求助、社会支持与心理健康的关系研究.硕士学位论文.内蒙古师范大学.
潘晓蕾,徐琴美.(2008).美院学生自我价值感特点及其与学校归属感的相关研究.中国临床心理学杂志.16(4):381-383
蒲唯丹.(2009).大学生成人依恋、领悟社会支持及神经质与焦虑的关系研究.硕士学位论文.中南大学应用心理学.
庞海波.(2009).初中生学校归属感与心理健康的相关研究.心理科学.32(5);1238-1241.
潘辰.(2010).儿童心理虐待量表修订及流行病学调查.博士学位论文.中南大学临床心理学.
廖英.(2006).儿童期心理虐待和忽视与大学生个性特征的关系.硕士学位毕业论文.中南大学临床心理学.
梁凌寒等.(2006).北京市青少年对父亲、母亲及同伴的依恋及其关系.中国心理卫生杂志.20(10),639-642.
廖英,邓云龙,潘辰.(2007).大学生儿童期心理虐待经历与个性特征的关系.中国临床心理学杂志.15(6),647-649.
李小青等.(2009).中学生同伴依恋的特点及其与友谊质量的关系.心理发展与教育.3,32-37.
刘桥生,蔡太生等.(2009).高中生儿童期心理虐待和忽视经历与自尊的关系.中国临床心理学杂志.17(3),357-361.
李慧英,孙霞.(2010).亲子依恋视角下留守儿童心理健康问题研究.长江大学学报(社会科学版).33(1),354-356.
王瑶等.(2008).高中生的儿童期心理虐待与忽视、自我和谐和抑郁.心理研究.1,85-88.
王宇.(2008).大学生成人依恋现状及其人际关系和心理健康水平的关系研究.硕士学位论文.辽宁师范大学应用心理学.
徐坤英.(2008).中学生学校归属感及其与心理健康的关系研究.硕士学位论文.西南大学基础心理学.
谢智静.(2008).457名大学生儿童期心理虐待和忽视经历与心理健康.中国临床心理学杂志.16(1),63-65.
杨淑萍.(1995).青少年与父母亲的情感关系:依附的性质与重要性.硕士学位论文.台湾师范大学教育心理与辅导研究所.
于海琴,周宗奎.(2002).小学高年级儿童亲子依恋的发展及其与同伴交往的关系. 心理发展与教育.4,36-40.
于丽琴.(2008).家庭教育中心理虐待问题的研究.东岳论丛.28(6),43-45.
杨安博,王登峰等(2008).高中生对父母的依恋与学业成就和自尊的关系.中国临床心理学杂志.16(1),55-58
伊学慧.(2009).大学生的学校适应及其成人依恋的关系研究.硕士学位论文.苏州大学发展与教育心理学.
严万森.(2010).初中生的心理健康与父母依恋、同伴依恋的关系.社会心理科学.25(1),85-88.
张咏梅.(2006).青少年依恋及与人际信任的关系研究.硕士学位论文.苏州大学应用心理学.
张晓宏.(2006).大学生学业成就归因与元认知、心理健康关系的实证研究.硕士学位论文.华东师范大学.
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