南充农村留守高中生心理弹性调查分析

Analysis of psychological resilience of left-behind high school students in Nanchong rural

目的探讨留守高中生心理弹性得分情况,为农村留守高中生心理健康成长教育干预提供依据。方法采取多阶段抽样方式,抽取南充两所农村高中各年级学生共1 000人,采用新版青少年心理弹性量表,在限定时间内以填写问卷的方式进行调查。结果不同留守时间比较,学校因素(36.57±8.62)、自身因素(49.44±9.89)、同伴因素(16.78±3.82)、家庭因素(22.90±7.56),不同时间留守高中生得分都低于非留守高中生,且差异有统计学意义(P<0.05)。不同性别比较,留守女生在学校心理弹性(34.84±6.62)得分低于留守男生和非留守高中生,且差异有统计学意义(P<0.05);不同留守类型比较,父母均在外留守型和仅父亲在外留守型的高中生在学校因素(33.43±7.43 vs 39.70±8.12)、社会因素(23.54±5.43 vs 21.71±5.88)、自身因素(47.42±9.74 vs 44.73±10.13)、同伴因素(15.53±3.72 vs 18.32±5.03)和家庭因素(24.35±6.62 vs 23.50±6.79)得分上都低于非留守高中生,且差异有统计学意义(P<0.05)。结论留守高中生心理弹性得分低于非留守高中生,应采取相关措施提高农村留守高中生的心理弹性。

Objective To analyze the scores of p：sychological resilience of left-behind rural high school students and then provide the basis of mental health supporting for these students. Methods survey include multi-stage sampling, extracting a total of 1,000 students of all grades from two rural high schools, and letting them fill the questionnaire ＂ New Resilience ＆ Youth Development Module＂ within limited time. Results Contrast between students being left-behind for varying length of time and non-left-behind ones： school factors （36.57 ± 8.62）, internal factors（49.14 ±9.89）, peer factors （ 16.78 ± 3.82 ） and family factors （22.90 ± 7.56）. Students being left-behind for varying length of time all score lower than non-left-behind ones, and the difference was statistically significant （P 〈 0.05）. Contrast between gender： left-behind high school girls score lower than left-behind high school boys and non-left-behirLd students in school psychological resilience （34.84 ± 6.62）, and the difference was statistically significant （ P 〈 0. 05）. Contrast between different types of being left-behind and non-left-behind： parents left-behind vs non-left-behind, and father-left-behind vs non-left-behind--school factors （33.43 ±7.43 vs 39.70 ±8.12） , social factors, internal factors, peer factors and family factors. Students of both types score lower than non-left-behind ones, and the difference was statistically significant （P 〈 0.05）. Conclusion The psychological resilience scores of left-behind high school students are lower than that of non-left-behind students. Therefore, effective measures is necessary to improve the psychological resilience of left- behind rural high school students.