摘要
为了了解河南省9~16岁留守儿童积极发展、学校环境对适应问题的影响机制,以及学校环境在二者间的调节效应,2020年3—7月采用一般情况调查问卷、中国积极青少年发展量表、教师-儿童评价量表与班级气氛量表,分别以青少年自我报告与教师评价的方式对河南省4个乡镇7所学校3~7年级630名儿童进行了问卷调查,其中非留守儿童249人,留守儿童381人。结果表明:非留守儿童在能力维度、自我价值维度与积极发展总分上高于留守儿童(t=-1.43,-1.54,-1.43;p<0.01);留守男童在学习能力维度、能力维度、自我价值维度上高于留守女童(t=-1.42,-1.45,-1.54;p<0.01);积极发展、适应问题和班级气氛之间两两相关,积极发展、班级环境与问题行为呈显著负相关(r=-0.514,-0.417;p<0.01),积极发展与班级气氛呈显著正相关(r=0.396,p<0.01),青少年积极发展对该群体的适应问题有显著的负向预测作用(β=-0.035,p<0.01),班级气氛在积极发展与问题行为之间发挥部分中介作用,中介效应占总效应的比值为16.7%。青少年积极发展不仅能够直接影响学校适应问题,还能通过班级气氛间接影响行为问题。
The left-behind children aging from 9 to 16 have to adapt themselves to their life and study, and in order to learn how their positive development, and the school environment influence the problem of their adaptation, and the moderating effect of school environment between them, we made this questionnaire survey from March to July in 2020,adopting the general situation questionnaire, Chinese positive youth development scale, and teacher-child evaluation scale and class atmosphere scale.By means of youth self-report and teacher evaluation, this questionnaire survey is conducted among 630 children from grade 3 to 7 from 7 schools in 4 towns in Henan province, including 246 non-left-behind children and 381 left-behind children.The result shows that: the total score of non-left-behind children, in the three dimensions of ability, self-worth and positive development, is higher than that of left-behind children(t=-1.43,-1.54,-1.43;p<0.01);Left-behind boys in the three dimensions of learning ability, ability and self-worth get higher scores than the left-behind girls(t=-1.42,-1.45,-1.54;p<0.01);the three items of positive development, adaptive problems and class atmosphere are pairwise correlated, and the two items of positive development and class atmosphere are significantly negatively correlated with the item of troubled behavior(r=-0.514,-0.417;p<0.01);positive development is significantly positively correlated with class atmosphere(r=0.396,p<0.01);positive development of adolescents has a significant negative predictive effect on their adaptation(β=-0.035,p<0.01);class atmosphere plays a partial mediating role between positive development and troubled behavior, and the mediating effect accounts for 16.7% of the total effect.The positive development of adolescents can not only affect the adaptive problem in school, but also indirectly affect the troubled behavior through the class atmosphere.
作者
程绍珍
余兵兵
Cheng Shaozhen;Yu Bingbing(Social Gender/Child Research Center,Huanghe Science&Technology College,Zhengzhou City,Henan Province,450063;Education College,Zhengzhou University,Zhengzhou City,Henan Province,450001;Zhengzhou Preschool Education College,Zhengzhou City,Henan Province,450001)
出处
《黄河科技学院学报》
2023年第3期77-83,共7页
Journal of Huanghe S&T College
基金
2020年度教育部人文社科规划项目“农村留守儿童学校适应的异质性与干预研究”(20YJA840002)
2022年度河南省哲学社会科学规划研究项目(2022BSH018)。
关键词
留守儿童
积极发展
班级气氛
适应问题
中介效应
left-behind children
positive development
class atmosphere
adaptive problem
mediating effect
