摘要
目的:探讨华侨留守儿童的自我效能感、自我同一性与师生依恋之间的关系。方法:采用一般自我效能感量表(GSES)、自我同一性危机量表、师生依恋量表于2020年12月对浙江省温州市4~6年级的小学生进行调查。结果:1) 华侨留守儿童在自我同一性危机的各个维度,即时间分裂、自我意识过强、精力涣散、认同扩散、权威混乱、定向迷失上的得分显著高于普通儿童;作为独生子女的华侨留守儿童在自我同一性危机各个维度上的得分显著高于非独生子女的华侨留守儿童;2) 自我效能感在师生依恋和自我同一性危机之间起部分中介作用,中介效应值为14.68%。
Objective: To explore the relationship between self-efficacy, self-identity crisis and teacher-student attachment of overseas Chinese left behind children. Methods: During the December 2020, the general self-efficacy scale (GSEs), self-identity crisis scale, teacher-student attachment scale were used to investigate the pupils of grade 4~6 in Wenzhou, Zhejiang Province. Results: 1) The scores of all dimensions of self-identity crisis, including time division, self-consciousness, energy laxity, identity diffusion, authority confusion and orientation lost of the left behind children were significantly higher than those of the one only-child children;2) Self-efficacy plays a partial mediating role between teacher-student attachment and self-identity crisis, and the mediating effect value is 14.68%.
出处
《心理学进展》
2022年第12期4349-4358,共10页
Advances in Psychology
