留守中职生发展资源的个体差异与对策研究

Research on Individual differences and Countermeasures of Development Assets of Left-behind Secondary Vocational Students

采用儿童青少年发展资源量表对295名留守中职生进行调查,研究结果显示:留守中职生拥有的发展资源水平较低,与非留守中职生差距较大,其中差异最显著的是“父母情感支持”和“父母权威教养”;留守中职男生的发展资源水平普遍显著高于留守中职女生;三年级留守中职生在“父母社会情感支持”和“父母权威教养”方面得分最低;独生子女留守中职生在“心理一致感”和“同伴融入”上显著高于非独生子女。基于以上研究结论,应通过增强积极有效的亲子沟通,提供高质量的情感陪伴;关注留守中职女生身心健康,提升积极自我水平;发挥主体积极能动作用,由内而外促进自主发展等措施,提高留守中职生发展资源水平。

295 left-behind secondary vocational students were investigated using the Child and Adolescent Development Resource Scale,and the results showed that the left-behind secondary vocational students have a lower level of development assets, and there is a large gap between the left-behind secondary vocational students and the non-left-behind secondary vocational students. The most significant differences are these two dimensions, parental emotional support and parental authoritative upbringing. Male left-behind secondary vocational students generally have significantly higher levels of development assets than female left-behind secondary vocational students.The development assets level of left-behind secondary vocational students do not increase with grades, the trend is stable. In the two dimensions, Sense of coherence and peer integration, the level of only child is higher than that of non-only child. Based on the above research results, suggestions and strategies to improve the level of development assets of left-behind secondary vocational students are put forward: strengthen parent-child communication;attach importance to mental health of left-behind secondary vocational girls;give importance to cultivate positive qualities.