流动儿童心理弹性潜在类别及内外化问题比较

Resilience of Rural-to-Urban Migrant Children:A Study Based on Latent Profile Analysis

目的:探查流动儿童心理弹性潜在类型特点,比较不同类型儿童在人口学变量、自尊、抑郁、孤独感及问题行为上的差异。方法:使用青少年心理韧性量表、自尊量表、流行病调查中心儿童抑郁量表、儿童孤独感量表、问题行为量表等对来自北京的四到六年级507名流动儿童进行问卷测查。结果:(1)潜在剖面分析得到了3个类型:高弹性组、一般弹性—平稳组、一般弹性—波动组。高弹性组在各题目上得分都最高;一般弹性—波动组在情绪控制、家庭支持、人际协助维度部分题目达到高弹性组水平,在其余题目上得分处于较低水平;一般弹性—平稳组,各题目得分趋于中等水平。(2)公立学校流动儿童相对打工子弟学校流动儿童、无转学经历儿童相对于有转学经历儿童报告更多的高弹性类型。(3)高弹性组在抑郁、孤独感、问题行为上得分低于另外两组。在自尊得分上,高弹性组显著高于一般弹性—平稳组,且后者显著高于一般弹性—波动组。结论:流动儿童的心理弹性具有明显分类特征,潜在类型与学校类型、转学经历有关,各类型在内外化问题指标上有差异。

Objective： The current study aimed to explore the latent profile of rural-to-urban migrant children＇ s resil- ience. Methods： Five hundred and seven migrant children in Beijing from Grade Four to Six were asked to complete a set of questionnaires including Resilience Scale for Chinese Adolescents, Self-Esteem Scale, Center for Epidemiological Studies-Depression Scale for Children, Children＇ s Loneliness Scale, Problematic Behavior Scale. Results： （1）A model of 3 latent classes of resilience was supported： a high-resilience group, a moderate-stable-resilience group, and a moderate-fluctuant-resilience group. The High-resilience group scored highest on all items. No significant differences of scores on emotional control, family support and interpersonal support were observced between the Moderate-fluctuant-resilience group and high-resilience group.（2）Migrant children from public schools（vs. from schools for migrant workers＇ children） and children without school transfer experience（vs, with school transfer experience） were more likely to be in the high-resilience group. （3）Children in the high-resilience group reported lower depression, loneliness and problematic behaviors than coun- terparts in the other two groups, and they rated significantly higher on self-esteem than counterparts in moderate-stable-re- silience group, which had significantly higher self-esteem than children in moderate-fluctuant-resiliecne group. Conclu- sion： Distinct differences are found between latent classes, and the latent classes are related to type of school and school transfer experience. Significant group differences are found on internal and external problems.