家庭社会经济地位对留守儿童生活满意度的影响——感知教师支持的中介作用

Influence of Family Social Status on the Subjective Happiness of Left-Behind Children——The mediating role of perceived teacher support

目的:研究探讨家庭社会经济地位对留守儿童生活满意度的影响以及感知教师支持的中介作用。方法:采用方便抽样方法,对570名留守中学生进行问卷调查,调查内容包括家庭社会经济地位、生活满意度和感知教师支持等。结果:家庭社会经济地位、生活满意度和感知教师支持两两之间呈正相关;家庭社会经济地位正向预测留守儿童生活满意度,感知教师支持在家庭社会经济地位与生活满意度之间起部分中介作用。结论:家庭社会经济地位和生活满意度的关系是一个中介模型,对制订留守儿童生活满意度的干预措施有重要意义。

Objective:To investigate the influence of family socioeconomic status on left-behind children's life satisfaction and the mediating role of perceived teacher support.Methods:A questionnaire survey was conducted among 570 left-behind middle school students with convenient sampling method,including family socioeconomic status,life satisfaction and perceived teacher support.Results:(1)Family socioeconomic status,life satisfaction and perceived teacher support were positively correlated;(2)Family socioeconomic status positively predicts life satisfaction of left-behind children,and perceived teacher support plays a partial mediating role between family socioeconomic status and life satisfaction.Conclusion:The relationship between family socioeconomic status and life satisfaction is an intermediary model,which is of great significance for formulating intervention measures for life satisfaction of left-behind children.