|本期目录/Table of Contents|

[1]余益兵.留守儿童亲子分离适应：普遍性与差异性分析[J].集美大学学报(教育科学版),2015,16(01):25-31.
　YU Yi-bing.Adjustment to Parent-Child Separation in the Left-Behind Children：Similarities and Differences[J].Journal of Jimei University(Education Science Edition),2015,16(01):25-31.
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留守儿童亲子分离适应：普遍性与差异性分析()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第16卷
期数:
2015年01期
页码:
25-31
栏目:
教育心理研究
出版日期:
2015-01-28

文章信息/Info

Title:
Adjustment to Parent-Child Separation in the Left-Behind Children：Similarities and Differences
作者:
余益兵
（闽南师范大学教育科学学院，福建漳州363000）
Author(s):
YU Yi-bing
(College of Educational Science, Minnan Normal University, Zhangzhou 363000, China)
关键词:
分离适应; 认知评价; 应对方式; 学校表现; 留守儿童
Keywords:
adjustment to separation; cognitive appraisal; coping; school performance; Left-Behind Children
分类号:
-
DOI:
-
文献标志码:
A
摘要:
考察亲子分离情境下留守初中生的心理特征及其个体差异，采用问卷法、教师评定法和档案法搜集232名农村留守初中生的测查数据。分析结果表明：与高危型相比，适应型留守儿童在认知—行为方面表现出高挑战性—可控性认知、积极应对以及低威胁性—无控性认知、低消极应对的“三高—三低”模式；在学业成就和学校表现方面表现出高学业成就、高人际技能、高任务取向和高耐挫性的特点。不同适应类型儿童在焦虑—退缩和违纪—攻击问题方面不存在显著差异，脆弱型和矛盾型在上述所有指标上均无显著差异。改变儿童的认知—行为系统，培养其社会能力有望成为留守儿童心理健康教育的重要突破口。
Abstract:
In order to examine the psychological features and individual differences of adjustment to parent-child separation in the left-behind junior high school students, self-reported questionnaires, teacher-rating scale and academic records were used for 232 Left-behind children (LBC) from junior high schools. According to the previous studies, all participants were classified into one of four subgroups: risky group, contradictory group, vulnerable group and well-adjusted group. Results indicated that compared to the risky group of LBC，adjusted group presented 3High-3Low mode in the scores of indicators of cognitive appraisal and coping behaviors, that is higher scores in the challenge appraisal, controllability appraisal and positive coping(3High), and lower scores in the threat appraisal, uncontrollability and negative coping(3Low). Adjusted group also presented higher academic achievement, interpersonal competence, problem-focused skills and tolerance. There were similarities in the anxious-withdrawn and acting-out behaviors across four subgroups of adjustment to separation. There were no statistically significant differences in all indicators between vulnerable and contradictory group. By shaping individuals’ cognitive-behavior mode or social competence appears to be the promising breakthrough in the mental health education practice for the left behind children.

参考文献/References:

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备注/Memo

备注/Memo:
更新日期/Last Update: 2016-11-19