留守高中生社会支持状况及其与一般自我效能感的关系

Study on the Status and Characteristics of Social Support for Left-home Students in High Middle School and Its Relationship with General Self-efficacy

目的探讨留守高中生社会支持的特点与现状,了解其与一般自我效能感的关系。方法使用社会支持评定问卷和一般自我效能感问卷对96名留守高中生和56名非留守高中生进行测查。结果①留守高中生的社会支持总分明显低于非留守儿童,差异具有统计学意义(P<0.05);②留守高中生的社会支持在不同年龄、周生活费、监护类型及与父母联系频率上的差异均具有统计学意义(P<0.05);③留守高中生的主观支持和支持利用度与一般自我效能感的评分均存在回归关系(P<0.05)。结论留守高中生的社会支持相对缺乏,提高留守高中生的主观支持及对支持的利用度是改善其一般自我效能感的重要举措。

Objective To explore the statuses and characteristics of social support for left-home students in high middle school and its relationship with general self-efficacy. Methods A total of 96 left-homestudents and 56 non-left-home students in high middle school were investigated with the Social Support Assess Questionnaire and the General Self-Efficacy Scale. Results ①The scores of whole social support of left-home students were significantly higher than that of the contrast group （P〈0.05）. ②There were significant differences among ages, living expenses guardianship types and contact frequency for social support of left-home students （P〈0.05）.③The subject support and the using of support were important factors to the general self-efficacy of left-home students in high middle school（P〈0.05）. Conclusion The left-home students of high middle school were lack of social support. Enhancing the subject support and the using of support could improve the general self-efficacy.