初中留守儿童社会支持状况的调查

Social Support of Junior Middle School's Left-home-kids

目的:考察初中留守儿童社会支持的来源、性别、年级和留守时间等方面的特点。方法:采用社会支持问卷对129名初中留守儿童和133名对照组儿童进行测查。结果:①母亲是初中留守儿童最经常的支持源;与对照组儿童相比,父母均外出打工的儿童感受到更多来自父亲、老师和同学的情感支持,仅父亲外出打工的儿童也感受到较多来自父亲的情感支持。②留守女生比留守男生感受到更多来自老师的情感支持和亲密感,留守男生则比留守女生感受到更多来自父亲的工具性支持;初一留守儿童比初二留守儿童感受到更多来自父母和同学的社会支持以及来自老师的肯定价值。③与留守时间1年以内的儿童相比,留守时间5年以上的儿童感受到更多来自老师和同学的情感支持、陪伴及肯定价值。结论:母亲是初中留守儿童的主要支持源;不同性别、年级和留守时间的初中留守儿童的社会支持状况存在一定差异。

Objective： To explore the social support characteristics of left-home-kids in junior middle school. Methods： 129 left-home-kids and 133 kids whose parents stay at home were investigated with social support questionnaire. Results： ① Mother was the main source of social support of left-home-kids. Compared with the control group, kids whose mother and father all out-migrated for work perceived more emotional support from their fathers, teachers and classmates; those only father out-migrated for work also perceived more emotional support from their fathers. ②Left-home-girls perceived more emotional and intimacy support from their teachers, while left-home-boys perceived more instrumental support from their fathers. Moreover, left-home-kids in grade one perceived more social support from their parents and classmates and more positive evaluation from their teachers than those in grade two. ③Compared with kids whose left-home duration was less than a year, those whose left-home duration was more than five years perceived more emotional support, company support and positive evaluation from their teachers and classmates. Conclusion： Mother plays a chief role in the social support of left-home-kids in junior middle school; there is some difference in the social support of left-home-kids with different sexes, grades and left-home duration.