湘西贫困农村留守儿童孤独感现状及其影响因素

The status quo and influencing factors of loneliness of left-behind children in poor rural areas of western hunan

[目的]探讨农村留守儿童孤独感现状及其影响因素。[方法]采取方便整群抽样方法抽取湘西贫困农村985名四年级.六年级小学生，以儿童孤独感量表为测量工具进行调查。[结果]留守儿童孤独感检出率为13.8%;单因素分析显示男童比女童孤独感更强（P=0.019);9岁以下组儿童的孤独感得分明显高于12岁以上的大龄儿童（_P=0.007)，10岁组儿童得分高于11岁组（_P=0.040)及12岁以上组（_P=0.003);四年级儿童孤独感显著高于五年级（_?=0.000)、六年级（_?=0.000)，五年级高于六年级（_P=0.047);留守时间5年以上者孤独感显著高于其他组（_P<0.05);与父母探视间隔4年以上者孤独感最突出（_P<0.05);Logistic回归分析结果表明女性、高年级为儿童孤独感的保护性因素（P=〇.025，_P=0.000)。[结论]湘西贫困农村留守儿童孤独感较高，应鼓励男童进行情感表达，通过加强亲子沟通、强化同伴关系，提高留守儿童的情感支持，降低孤独感。

Objective: To probe into the status quo and influencing factors of rural left - behind children?s loneliness.Methods: A cluster sampling method was used to collect 985 pupils from fourth to sixth grade in poor rural areas of western Hunan,and the children?s loneliness scale was used as a measurement tool. Results: The detection rate of left - behind children?s loneliness was 13. 8 % ; the single factor analysis showed that the lonelinessof boys was stronger than that of girls(P = 0. 019); the score of loneliness under 9 years old children was significantly higher than that of children older than 12 years(P = 0. 007). The scores of children in the 10 - yearoldgroup were higher than those in the 11 - year - old group(P=0. 040) and the 12 - year - old - above g r o x i p ( P -0. 003) ;the children in fourth grade felt more loneliness than fifth grade(P = 0. 000) and sixth grade(P = 0. 000),and the children in fifth grade felt more than sixth grade(P = 0. 047). The loneliness of those who stayed formore than 5 years was significantly higher than those in other groups(P<C〇. 05) ; the loneliness was the mostprominent among those who had not been visited by parents for more than 4 years(P<C〇. 05). Logistic regressionanalysis showed that female and high grade were the protective factors of children?s loneliness(P = 0. 025,P - 0 . 000). Conclusions:Loneliness of left - behind children in poor rural areas in western Hunan was high. Weshould encourage boys to express their emotions, strengthen their parent - child communication, and strengthen their peer relationships to improve emotional support of left - behind children and reduce the loneliness.