国内留守儿童的学校适应研究综述

Review on School Adaptation of Left-behind Children in China

学校适应是学生愉快地参与学校活动并取得学业成功的情况,直接影响学生的身心健康状况。对国内有关留守儿童学校适应的研究文献进行系统梳理,结果发现:(1)留守儿童学校适应的总体水平较差,主要表现为学业适应水平低、人际适应状况不佳;(2)影响留守儿童学校适应的内部因素包括性别、年龄、依恋、自我概念等,外部因素包括学校、家庭和社会环境等;(3)目前针对留守儿童学校适应的干预措施包括心理干预、运动干预、音乐干预、绘画干预等。进一步开展学校适应不同层面的针对性研究、明确内部因素和外部因素对留守儿童学校适应的综合影响机制、提高干预措施的多元化和针对性、重视研究结果间的分歧等是今后国内留守儿童学校适应研究的可选择方向。

School adaptation is a situation in which students participate happily in school activities and achieve academic success,which directly affects the students＇ physical and mental health. A systematic review of the domestic research literature on the adaptation of left-behind children was conducted. The results showed that ：（1） The overall level of adaptation of left-behind children＇s schools was poor, mainly due to the low level of academic adaptation and poor interpersonal adaptation.（2） The internal factors of left-behind children＇s school adaptation included gender, age, attachment, self-concept, etc. The external factors included school, family and social environment.（3） The current interventions for school adaptation of left-behind children included psychological intervention, exercise intervention, music intervention, and painting intervention, etc. Research on the different aspects of school adapatation, clarifying the comprehensive impact mechanisms of internal and external factors on left-behind children＇s schools adaptation, improving the diversity and pertinence of intervention measures, and paying attention to the differences between the results are the future directions for the study of domestic left-behind children＇s school adaptation.