泉州流动儿童社会支持状况的调查研究

Social Support of Floating Children in Quanzhou

目的探讨流动儿童社会支持的性别、年级、流动时间、自评学习成绩的特点。方法采用社会支持问卷,随机抽取泉州市431名流动儿童。结果①流动女生比流动男生感受更多母亲的亲密感(t=-2.084,P<0.05)和陪伴(t=-2.375,P<0.05);感受更多同学的亲密感(t=-3.847,P<0.001)、情感支持(t=-4.009,P<0.001)、价值肯定(t=-3.443,P<0.001)和工具性支持(t=-2.510,P<0.05);②小学四、五年级流动儿童感受到父母亲(F=3.092～9.451,P<0.05,P<0.01,P<0.001)和老师(F=5.436～11.270,P<0.001)的支持好于初一和初二年级流动儿童的社会支持,初一和初二年级的流动儿童感受到同学(F=2.487～3.489,P<0.05,P<0.01)的社会支持好于小学四、五年级流动儿童的社会支持,小学六年级流动儿童社会支持水平较低;③流动时间在2年以下的流动儿童感受父亲工具性支持(F=3.642,P<0.05)低于流动时间在6～10年和10年以上流动儿童的父亲工具性支持;④自评学习成绩优的流动儿童感受到社会支持(F=3.471～7.045,P<0.05,P<0.001)好于优以下自评学习成绩流动儿童的社会支持。结论流动女生感受到的社会支持好于流动男生;小学六年级流动儿童的社会支持是个值得关注的阶段,流动儿童感知较少初中老师的社会支持;流动时间越长,流动儿童得到父亲的社会支持越好;自评学习成绩越好,流动儿童感受到社会支持越好。

Objective To explore the characteristics of social support of floating children in Quanzhou with different sex,grade,floating time and self-evaluation.Methods A questionnaire was adopted to test 431 randomly chosen floating children in Quanzhou.Results ①Floating girls perceived greater intimacy（t=-2.084,P0.05）,company（t=-2.375,P0.05）from their mothers,more intimacy（t=-3.847,P0.001）,positive evaluation（t=-3.443,P0.001）,emotional（t=-4.009,P0.001）and instrumental support（t=-2.510,P0.05）from their classmates than floating boys.②The supports from parents（F=3.092～9.451,P0.05,P0.01,P0.001）and teachers（F=5.436～11.270,P0.001）perceived by the floating children of the fourth and fifth grade in the primary school were bigger than those in grade one and grade two in the middle schools,however,supports from their classmates（F=2.487～3.489,P0.05,P0.01） perceived by the floating children of the fourth and fifth grade in the primary school were lower than those in grade one and grade two in the middle schools,and the level of floating children＇s social support in the sixth year in primary school was lower.③ Those children who had been floating between 6 and 10 years or more than 10 years enjoyed more instrumental support（F=3.642,P0.05） from their fathers than those who hadn＇t yet floated for 2 years.④Social support perceived by those floating children with a self-evaluation of excellence（F=3.471～7.045,P0.05,P0.001） were better than those with a self-evaluation of lower than excellence.Conclusion Floating girls perceive greater social support than floating boys.Floating children＇s social support in the sixth year in primary school is worth to paying attention.Floating children perceive a little social support from teachers;The longer the floating time is,the greater support the floating children get from their fathers.The better the selfevaluation is,the greater social support the floating girls perceive.