宁夏生态移民青少年移居时间与行为问题关联分析

Living adaptability of ecological immigrant adolescents in Ningxia

目的对不同移居时间的生态移民青少年行为问题及相关因素进行研究,为促进西部儿童心理健康发展提供依据。方法采用多阶段随机抽样方法,使用Achenbach儿童行为量表(家长版)(CBCL)、《我的班级》问卷(MCI)、家庭环境量表(FES-CV)对宁夏地区2 653名6~16岁生态移民儿童进行问卷调查。结果长期移民组男生社交问题和违纪问题(t值分别为-2.151,-1.983,P值均<0.05)和女生躯体主诉和违纪问题(t值分别为-2.680,-2.605,P值均<0.05)均低于短期移民组。男生长期移民组亲密度、成功性、组织性得分高于短期移民组(t值分别为2.340,2.688,2.069,P值均<0.05),矛盾性、知识性得分低于短期移民组(t值分别为-2.309,-2.158,P值均<0.05)。女生长期移民组亲密度得分高于、组织性得分低于短期移民组(t值分别为1.975,-2.213,P值均<0.05)。男生长期移民组纪律与秩序得分高于短期移民组(t=3.223,P<0.01);女生长期移民组纪律与秩序得分高于短期移民组(t=2.217,P<0.05),且其师生关系得分显著高于短期移民组(t=3.330,P<0.01)。逐步多元线性回归分析结果显示,影响长期移民组男生行为问题的家庭特征有矛盾性(β=0.307,P<0.01),影响短期移民组男生行为问题的家庭特征有亲密度、组织性、矛盾性、情感表达、知识性(β值分别为-0.213,-0.206,0.161,-0.119,-0.111,P值均<0.05)和班级环境的同学关系(β=-0.108,P<0.05);影响长期移民组女生行为问题的家庭特征有亲密度(β=-0.275,P<0.01)和班级环境的学习负担(β=0.259,P<0.01),影响短期移民组女生行为问题的家庭特征是亲密度、矛盾性、独立性(β值分别为-0.210,0.171,0.099,P值均<0.05)和班级环境的师生关系(β=-0.136,P<0.01)。结论长期移民组行为问题总分及大部分因子均分较短期移民组呈下降趋势。随着迁移时间的推移,生态移民青少年对移居环境逐渐适应。

Objective To understand behavioral problems among ecology migrant adolescents. Methods Using muhistage randomized sampling method, 2 653 eco-migrant teenagers were selected. Their parents were investigate with Achenbaeh＇s Child Be- havior Checklist, My Class Inventory and Family Environment Scale （ FES）. Results Behavior problems among long-term immigrant group was lower than short-term immigrant groups （t =-2. 151, P〈0.05） including delinquent behavior （t =- 1. 983, P〈 0. 05） and girls＇ somatic complaints （t=-2. 680, P〈0.05） and delinquent behavior（ t=-2. 605, P〈0.05）. TES of long-term immigrant group was higher than the short-term immigrant groups in boys＇ cohesion（ t = 2. 340, P〈0. 05）, achievement orientation （ t =2. 688, P〈0. 01） and organization（ t= 2. 069, P〈0. 05）. However, short-term immigrant teenagers had lower report in boys＇ conflict （t=-2. 309, P〈0. 05） and intellectual-cultural orientation（ t=-2. 158, P〈0. 05）. FES of long-term immigrant group was higher than the short-term immigrant groups in the girls＇ cohesion （ t = 1. 975, P 〈 0. 05）, and lower in the girls＇ control（ t = -2. 213, P〈0. 05）. Long-term immigrant group was higher than the short-term immigrant groups, in boys＇ discipline and order（t = 3. 223, P〈0.01）, and lower in girls＇ teacher-student relationship （t = 3. 330, P〈0. 01） and discipline and order（t = 2. 217, P 〈0. 05）. The step-wise multiple linear regression analysis showed that family conflict affected boys＇ behavioral problems of long-term immigrant group（β=0. 307, P〈0. 01）, while for boys＇ behavioral problems among short-term immigrant group risk factors included family cohesion（β=-0. 213, P〈0. 01）, organization（β=-0. 206, P〈0. 001）, conflict（β= 0. 161, P〈0. 01）, intellectual-cultural orientation（β=-0. 111, P〈0. 05）, emotional expression（β=-0. 119, P〈0. 05）. Conclusion Behavioral problems decrease with the duration of immigration, which suggest gradual adaptation to relocate environment.