留守儿童解释偏向的跨情境比较研究

Cross-situational Comparative Study on Interpretation Bias in Left-behind Children

目的了解留守儿童在一般同伴和亲密好友社交情境下的解释偏向特点。方法选取320名留守儿童为研究组,276名普通儿童为控制组,施测儿童版两可社交情境解释问卷。结果留守儿童的消极解释偏向显著高于控制组(t=2.52,P<0.05),积极解释偏向显著低于控制组(t=-4.21,P<0.001);留守儿童指向自身的消极解释偏向显著高于控制组(t=2.66,P<0.01;t=3.58,P<0.001);留守儿童在亲密好友情境比在一般同伴情境下更少产生消极解释(t=5.77,P<0.001),更多地产生积极解释(t=-4.19,P<0.001)。结论留守儿童存在明显的消极解释偏向,缺乏积极解释偏向;好友关系在一定程度上抑制消极解释并促进积极解释的产生。

Objective To explore the features of interpretation bias in left-behind children in unfamiliar peer and good friend condition.Methods The Ambiguous Social Situation Interpretation Questionnaire for children were used in a sample of 320 left-behind children and 276 normal children.Results Compared with normal children,left-behind children had significantly more negative and less positive interpretation bias（t=2.52,P0.05;t=-4.21,P0.001）;left-behind children had significantly more internal negative interpretation than normal children（t=2.66,P0.01;t=3.58,P0.001）;left-behind children generated less negative（t=5.77,P0.001）,more positive interpretation（t=-4.19,P0.001）in good friend condition compared to unfamiliar peer condition.Conclusion Left-behind children display obvious negative interpretation bias,lack positive interpretation;friendship can make negative interpretation reduced and positive interpretation increased to some extent.