209名小学儿童的孤独感与友谊质量、同伴接纳的关系

Relationship between Loneliness,Friendship Quality and Peer Acceptance in 209 Primary School Children

目的:借助结构方程模型,揭示小学儿童孤独感与友谊质量、同伴接纳的关系。方法:在本项横断面研究,用方便取样在河南省南阳市一所普通小学随机抽取的二、四、六年级的209名学生,年龄7～12岁。采用儿童孤独量表、友谊质量问卷和同伴提名法进行施测,并对数据进行方差和结构方程模型分析。结果:(1)小学儿童的孤独感得分存在着年级差异,二年级得分最高(34.6±10.7),其次是四年级(27.6±7.6),六年级得分最低(24.7±9.1);男生的孤独感得分高于女生[(30.8±10.0)vs.(25.8±8.7),P<0.001]。(2)不同友谊质量、社交地位儿童的孤独感存在差异,双高组(21.6±8.9)、高低组(19.8±8.0)的孤独感得分均低于双低组(39.8±11.0)(均P<0.05)。(3)同伴接纳和积极友谊质量各自都能够负向预测孤独感(路径系数分别为-0.51,-0.18;P<0.001),积极友谊质量在同伴接纳与孤独感之间起着中介作用,中介效应为-0.304。结论:小学儿童的友谊质量、同伴接纳能够预测孤独感;可通过改善儿童与最好朋友的友谊质量,来对群体地位不利儿童的消极情绪体验进行积极干预。

Objective： To explore the relationship among primary school children＇s loneliness, friendship quality, and peer acceptance by the Structure Equation Modelling （ SEM ） . Methods： A total of 209 primary school children in grade 2, 4 and 6 were selected randomly from Nanyang city in Henan province and were surveyed with the Friendship Quality Questionnaire, Children＇s Loneliness Scale and peer nomination method . Analysis of variance and structural equation were adopted. Results： （ 1 ） There were significant grade differences （ P 〈 0. 001 ） among these children, with the highest score in （34.6±10.7） in grade 2; （27.6±7.6） in grade 4; and （24.7±9.1） in grade 6. The score of loneliness in boys was higher than that in girls [ （ 30. 8 ± 10. 0 ） vs. （ 25.8 ± 8.7 ） ; P 〈 0. 001 ] （ 2 ） There were significant differencesin children with different friendship quality and peer acceptance （ P = 0. 002 ） . The high-accepted and high-qualitied children scored significantly lower than the low-accepted and low-qualitied chil- dren on loneliness [ （21.6 ±8.9） vs. （39. 8 ± 11.0） ; P 〈0.05], and the high-qualitied and low-accepted children scored significantly lower on lonelines than the low-accepted and low-qualitied children [ （ 19. 8 ± 8. 0 ） vs. （ 39. 8 ± 11.0 ） ; P 〈 0. 05 ] . （ 3 ） Peer acceptance and positive friendship quality could negatively predict loneliness （ r = - 0. 51 and - 0. 18, P 〈 0. 001 ） . Positive friendship quality had mediating effect （ r = - 0. 304 ） between peer acceptance and loneliness. Conclusions： Primary school children＇s peer acceptance and friendship quality can predict loneliness; the low-accepted children should improve their friendship quality to decrease their sad emotion.