四川省流动儿童和留守儿童的心理复原力特征

Psychological resilience features of urban migrant children and rural left-behind children in Sichuan province of China

目的:探索四川省流动儿童和留守儿童心理复原力特点及差异。方法:使用青少年心理复原力量表对四川省成都、广元、宜宾、绵阳的打工子弟学校和留守儿童较集中的农村学校1 391名在校学生(504名小学生和887名初中生)进行调查。结果:中学生组流动儿童在心理复原力上得分(128.11±21.70)显著低于对照组普通学生(132.87±23.22)和留守儿童(135.61±22.77),F0.05(2,884)=8.076,P<0.001,流动儿童在心理复原力除同伴外的4个维度上(包括家庭、学校、社会以及自身特质)得分均显著低于对照组儿童(家庭:F0.05(2,884)=7.820,P<0.001;学校:F0.05(2,884)=5.041,P=0.007;社会:F0.05(2,884)=9.261,P<0.001;自身特质:F0.05(2,884)=3.510,P=0.030),而留守儿童与对照组儿童相比差异无统计学意义。不同的年级和不同的性别间,流动儿童和留守儿童在心理复原力的不同维度上差异有统计学意义。结论:农民工子女,尤其是流动儿童,整体来说心理复原力较差,从外界环境获得的心理资源和支持较少,对外部环境的参与也相对较少。

Objective：To explore the characteristics of resilience of urban migrant children and rural left-behind children of Chinese farmer workers and to figure out the discrepancy between them.Methods：The samples consisted of 1 391 primary students and middle school students from Chengdu,Guangyuan,Yibin,and Mianyang in Sichuan Province.The revised version of the Healthy Kids Resilience Assessment was used for the measurement of resilience.And ANOVA was performed for data analysis.Results：The results of the present study indicated that among all the junior high students,urban migrant children got a significantly lower score of resilience（128.11±21.70） than rural left-behind children（135.61±22.77） and the control group（132.87±23.22）,F0.05（2,884） =8.076,P〈0.001.And migrant children got lower scores on three external protective factors of resilience-family,school,community as well as on resilience traits than left-behind children and the control group（Family：F0.05（2,884）=7.820,P〈0.001;School：F0.05（2,884）=5.041,P=0.007;Community：F0.05（2,884）=9.261,P〈0.001;Resilience traits：F0.05（2,884）=3.510,P=0.030）.No significant difference was noted between left-behind children and control group.Gender difference and grade difference were noted for each group.Conclusion：The resilience of migrant children was not so good as non-migrant children.Migrant children were enjoying less intimate interpersonal relationship in their schools,their families as well as their community,and they could get less psychological support from the external environment,so that migrant children could not develop some resilience traits to promote the sound development of themselves.Suggestions for intervention were also discussed.