农村留守儿童情绪与行为特征:平均趋势与个体差异

Emotional and behavioral problems of rural left-behind children:The average tendency and individual differences

基于2 218名农村留守儿童的情绪与行为特征的问卷调查发现,在平均趋势方面,留守儿童在情绪和行为问题的各项指标都显著高于非留守儿童,而在亲社会行为这一指标上则显著低于非留守儿童;留守女生情绪问题显著高于留守男生但表现出更多的亲社会行为,留守男生品行问题显著高于留守女生,且小学三年级阶段在困难指标各个因子的得分都显著高于其他三个年级阶段。采用以个体为中心的潜在类别分析方法发现,留守儿童的情绪和行为问题存在明显的分组特征,可以分为不同质的全面困难组、情绪-多动注意不能困难组、同伴交往困难组、多动注意不能障碍组和适应良好组等5类群组,因此,不宜简单地将留守儿童整体归为"问题儿童"群体,而应营造关爱农村留守儿童的良好校园文化氛围,有针对性地加强其心理健康教育和心理咨询工作。

The questionnaires investigating 2218 rural left-behind children＇s emotional and behavioral problems showed that： the indicators of left-behind children in emotional and behavioral problems were significantly higher than that of non left-behind children, and the prosocial behavior was significantly lower than that of the non left-behind children. Further analysis found that emotional problems of left-behind girls was significantly higher than that of left-behind boys, and the conduct problems of the left-behind boys significantly higher than that of left-behind girls. Moreover, the students in grade three of primary school were significantly higher than other grade in the difficult index of each factor score. Using the latent class analysis method, this paper found obvious group characteristics in the left-behind children＇s emotional and behavioral problems and divided them into five groups, such as emotional- note difficult categories, peer exchanges difficult categories, attention disorders categories and good adapt categories. According to this conclusion, we should create excellent campus culture to care for children left in rural areas and strengthen mental health education rather than put the left-behind children as a ＂problem child＂ group as a whole.