小学高年级儿童交往焦虑的影响因素分析

Analysis of the influence factors of social anxiety in senior pupils of elementary school

目的：探讨小学高年级儿童交往焦虑的影响因素。方法：采用分层整群随机抽样法,抽取皖北地区农村小学4~6年级儿童1 020名,对其进行问卷调查,调查内容包括儿童的一般情况问卷、情绪管理问卷、亲子依恋问卷和交往焦虑问卷。结果：学校环境中,不同自感教室环境、师生关系、同学关系、好朋友数的儿童交往焦虑总分、害怕否定和社交回避及苦恼评分差异均有统计学意义（P〈0.01）。家庭环境中,父亲外出打工儿童交往焦虑总分和社交回避及苦恼评分均高于父亲未外出打工者（P〈0.05和P〈0.01）,而母亲外出打工学生仅社交回避及苦恼评分高于母亲未外出打工者（P〈0.05）;自认父亲对其生活中表现＂不知道＂及＂满意＂的学生交往焦虑总分及2项因子评分均低于＂不满意＂者（P〈0.05~P〈0.01）,自认母亲对其学习中表现＂不知道＂及＂满意＂学生交往焦虑总分及2项因子评分均明显低于＂不满意＂者（P〈0.01）,自感家庭经济状况＂一般＂及＂较好＂学生害怕否定因子评分均明显低于＂较差＂者（P〈0.01）。相关分析显示,情绪管理、父母依恋与交往焦虑总分及各因子评分均呈显著负相关关系（P〈0.01）。多重线性回归分析显示,交往焦虑总分及各因子评分的影响因素均为情绪管理、母依恋及同学关系（P〈0.01）。结论：交往焦虑的影响因素为情绪管理、母依恋及同学关系,在预防中要关注家庭亲子关系及同学关系的调节,注重提高儿童的自我情绪管理能力。

Objective： To explore the influence factors of social anxiety in senior pupils of elementary school. Methods： One thousand and twenty pupils from grade four to six in northern Anhui rural were investigated using the stratified cluster random sampling method.The questionnaire including the general condition,emotion management ability,parent-child attachment and social anxiety. Results： In the school environment,the differences of the total scores of different classroom environment,relationship between classmate and teacher,classmate relation,number of good friend,social anxiety,fear of negation,social avoidance and distress between students were statistically significant（ P〈0. 01）. In the family environment,the scores of social anxiety and social avoidance and distress in students with father going out to work were higher than those in students without father going out to work（ P〈0. 05 and P〈0. 01）,and the scores of social avoidance and distress in students with mother going out to work were higher than those in students without mother going out to work（ P〈0. 05）. The scores of social anxiety and binomial factors in students with ＂ satisfaction ＂ father live performance were lower than those in students without ＂ satisfaction ＂ father live performance（ P〈0. 05 to P〈0. 01）,the scores of social anxiety and binomial factors in students with ＂ don＇ t know＂ and ＂ satisfaction ＂ mother live performance were significantly lower than those in students without ＂ satisfaction＂ mother live performance（ P〈0. 01）,and the score of fear of negation in students with ＂ general＂ and ＂good＂ economic condition were significantly lower than that in students with ＂ poor ＂ economic condition（ P〈0. 01）. Correlation analysis showed that the emotion management and parent-child attachment were significantly negative correlation with the scores of social anxiety and each factor（ P〈0. 01）. Multiple linear regression analysis indicated that the emotion management ability,mother-child attachment and classmate relation were the influence factors of the total scores of social anxiety and each factor（ P〈0. 01）.Conclusions： The emotion management ability,mother-child attachment and classmate relation are the influence factors of social anxiety. Regulating the parent-child relationship and classmate relation,and improving the emotion management ability should be emphasized in the prevention of social anxiety of children.