江蘇省農(nóng)村留守兒童人格發(fā)展?fàn)顩r及其影響因素研究
發(fā)布時(shí)間：2018-08-04 08:26
【摘要】：[目的] 了解留守兒童人格特質(zhì)狀況,找出其人格發(fā)展的影響因素。分析留守兒童人格發(fā)展的關(guān)鍵期以及父母外出不同情況對他們?nèi)烁癜l(fā)展造成的不同影響。找出對留守兒童人格發(fā)展造成不良影響的危險(xiǎn)因素,提出減弱不良影響的宣傳和教育策略,為政府部門制定相關(guān)法規(guī)提供依據(jù)。 [方法] 在江蘇省北部某縣通過隨機(jī)整群抽樣的方法抽取44所中小學(xué)4-12年級399個班級共約10053人作為本次調(diào)查對象,使用“一般情況問卷”、“家庭情況問卷”和“14種人格因素問卷”(小學(xué)和初中)或“16種人格因素問卷”(高中)對其進(jìn)行測查,使用SPSS的t檢驗(yàn)、卡方檢驗(yàn)、單因素方差分析、多因素方差分析、協(xié)方差分析、多元逐步回歸以及決策樹、關(guān)聯(lián)規(guī)則等方法對數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。 [結(jié)果] 農(nóng)村中小學(xué)生的人格特質(zhì)與1990年常模有顯著不同,并且在多個因子上出現(xiàn)了男女差異反轉(zhuǎn)的情況； 農(nóng)村留守兒童的人格特質(zhì)與非留守兒童相比差異顯著,幾乎在所有因子上表現(xiàn)出不良特質(zhì)； 小學(xué)幾乎所有人格特質(zhì),初中生的A、B、C、E、H、N、O七個因子會隨父母外出情況的不同而表現(xiàn)出顯著性差異；特別是母親在學(xué)齡前外出對兒童人格不良影響更大；高中留守男生與非留守男生人格因素沒有顯著性差異,高中女生B、C、F、H、Q3因子均分顯著低于,O、Q4因子均分顯著高于非留守女生。 父親或母親長期外出對小學(xué)和初中生個性發(fā)展影響都很大,在14PF多個因子上存在顯著性差異,父親或母親外出因素對高中男生幾乎無影響,而對女生人格因素影響較大； 與父母關(guān)系的好壞對小學(xué)、初中和高中學(xué)生的人格特質(zhì)都造成了顯著的影響,與父母關(guān)系較好的學(xué)生會有較好的人格特質(zhì)； 朋友數(shù)量可以影響小學(xué)到高中兒童的人格特質(zhì)發(fā)展,朋友數(shù)量小于等于1個的人格特質(zhì)較差； 留守兒童的家庭氛圍較非留守差,可能會影響到他們的人格發(fā)展,A、C、D、G、H、O、Q3、Q4八個因子受到家庭環(huán)境影響比較大。 在小學(xué)和初中階段,母親外出對兒童的人格發(fā)展影響更大；高中之后父母外出對其人格幾乎沒有作用； [結(jié)論] 父母在兒童學(xué)齡前外出或長期離家會對他們的人格造成嚴(yán)重的不良影響；對小學(xué)以下的兒童來說,母親在家陪伴的作用比父親更重要； 兒童人格形成和發(fā)展的關(guān)鍵時(shí)間可能在高中之前； 界定留守兒童時(shí)應(yīng)該區(qū)分父母是何時(shí)外出的,特別是應(yīng)該注意學(xué)齡期之前父母外出對兒童人格特質(zhì)影響很大,而學(xué)齡期之后再外出,影響明顯下降； 留守因素對人格的不良影響在女生身上更持久,部分因子的效應(yīng)會延遲到高中以后； 同伴數(shù)量、與教師的關(guān)系、家庭氛圍因素會影響兒童人格特質(zhì)的表現(xiàn)； 相對于父母外出的情況,親子關(guān)系對人格影響更大,效應(yīng)也更持久； 在普通高中進(jìn)行抽樣研究留守兒童,其樣本效性可能會受到損害。
[Abstract]:Objective: to understand the personality traits of left-behind children and find out the influencing factors of their personality development. This paper analyzes the key period of the personality development of left-behind children and the different influence of parents' going out on their personality development. To find out the risk factors of adverse influence on the personality development of left-behind children, and put forward the propaganda and education strategies to reduce the negative effects, and provide the basis for government departments to formulate relevant laws and regulations. [methods] A random cluster sampling method was used to select 10053 students from 399 classes in 44 primary and middle schools in grades 4-12 in a county in northern Jiangsu Province. Family situation questionnaire and 14 personality factors questionnaire (primary and junior high school) or "16 personality factors questionnaire" (senior high school) were used to test them, using SPSS t test, chi-square test, univariate ANOVA, multivariate ANOVA. Covariance analysis, multivariate stepwise regression, decision tree and association rules are used to analyze the data. [results] the personality traits of rural primary and middle school students were significantly different from the 1990 norm, and there was a reversal of male and female differences in many factors. The personality traits of rural left-behind children were significantly different from those of non-left-behind children, showing bad traits in almost all factors, and almost all personality traits in primary schools. In junior high school students, the seven factors of AZB and EHX / Nao showed significant difference with their parents' going out, especially the bad influence of mothers' going out in preschool on children's personality, and there was no significant difference in personality factors between left-behind male students and non-left-behind male students in senior high school. The mean score of factor 3 of BCU FFU HQ3 was significantly lower than that of OFQ4 in senior middle school girls, which was significantly higher than that of non-left-behind girls. The long-term absence of father or mother had a great influence on personality development of primary and junior high school students, and there were significant differences in many factors of 14PF. The factors of father or mother going out had little effect on high school boys, but had great influence on female students' personality. The quality of the relationship with parents has a significant impact on the personality traits of students in primary, middle and high schools, and students who have good relationship with their parents have better personality traits. The number of friends can affect the development of personality traits of children from primary school to high school, the number of friends less than 1 is worse, and the family atmosphere of left-behind children is worse than that of non-left-behind children. Their personality development may be affected by the family environment. In primary and junior middle school, the mother's absence had a greater impact on the child's personality development; after high school, the parents' absence had little effect on their personality. [conclusion] parents going out in preschool or leaving home for a long time will have a serious negative impact on their personality, and for children below primary school, mother's home company is more important than father's. The critical time for the formation and development of a child's personality may be before high school; when defining a left-behind child, a distinction should be made between when the parents went out, In particular, attention should be paid to the fact that parents going out before school age have a great impact on the personality traits of children, while going out after school age has a marked decrease; the negative effects of the factors remaining on the personality of girls are more lasting. The effects of some factors will be delayed until after high school; the number of peers, the relationship with teachers, family atmosphere factors will affect the performance of children's personality traits; compared with the situation of parents going out, The influence of parent-child relationship on personality is greater and the effect is more lasting. The sample validity of left-behind children in general high school may be impaired.
【學(xué)位授予單位】：南京中醫(yī)藥大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：R179
本文編號：2163235
[Abstract]:Objective: to understand the personality traits of left-behind children and find out the influencing factors of their personality development. This paper analyzes the key period of the personality development of left-behind children and the different influence of parents' going out on their personality development. To find out the risk factors of adverse influence on the personality development of left-behind children, and put forward the propaganda and education strategies to reduce the negative effects, and provide the basis for government departments to formulate relevant laws and regulations. [methods] A random cluster sampling method was used to select 10053 students from 399 classes in 44 primary and middle schools in grades 4-12 in a county in northern Jiangsu Province. Family situation questionnaire and 14 personality factors questionnaire (primary and junior high school) or "16 personality factors questionnaire" (senior high school) were used to test them, using SPSS t test, chi-square test, univariate ANOVA, multivariate ANOVA. Covariance analysis, multivariate stepwise regression, decision tree and association rules are used to analyze the data. [results] the personality traits of rural primary and middle school students were significantly different from the 1990 norm, and there was a reversal of male and female differences in many factors. The personality traits of rural left-behind children were significantly different from those of non-left-behind children, showing bad traits in almost all factors, and almost all personality traits in primary schools. In junior high school students, the seven factors of AZB and EHX / Nao showed significant difference with their parents' going out, especially the bad influence of mothers' going out in preschool on children's personality, and there was no significant difference in personality factors between left-behind male students and non-left-behind male students in senior high school. The mean score of factor 3 of BCU FFU HQ3 was significantly lower than that of OFQ4 in senior middle school girls, which was significantly higher than that of non-left-behind girls. The long-term absence of father or mother had a great influence on personality development of primary and junior high school students, and there were significant differences in many factors of 14PF. The factors of father or mother going out had little effect on high school boys, but had great influence on female students' personality. The quality of the relationship with parents has a significant impact on the personality traits of students in primary, middle and high schools, and students who have good relationship with their parents have better personality traits. The number of friends can affect the development of personality traits of children from primary school to high school, the number of friends less than 1 is worse, and the family atmosphere of left-behind children is worse than that of non-left-behind children. Their personality development may be affected by the family environment. In primary and junior middle school, the mother's absence had a greater impact on the child's personality development; after high school, the parents' absence had little effect on their personality. [conclusion] parents going out in preschool or leaving home for a long time will have a serious negative impact on their personality, and for children below primary school, mother's home company is more important than father's. The critical time for the formation and development of a child's personality may be before high school; when defining a left-behind child, a distinction should be made between when the parents went out, In particular, attention should be paid to the fact that parents going out before school age have a great impact on the personality traits of children, while going out after school age has a marked decrease; the negative effects of the factors remaining on the personality of girls are more lasting. The effects of some factors will be delayed until after high school; the number of peers, the relationship with teachers, family atmosphere factors will affect the performance of children's personality traits; compared with the situation of parents going out, The influence of parent-child relationship on personality is greater and the effect is more lasting. The sample validity of left-behind children in general high school may be impaired.
【學(xué)位授予單位】：南京中醫(yī)藥大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2014
【分類號】：R179
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