师生关系与留守初中生孤独感和心理健康:亲子依恋的调节作用

The relationship between teacher-student relationship,loneliness and mental health of left-behind junior high school students:the moderating effect of parent-child attachment

目的:探讨师生关系与留守初中生孤独感和心理健康之间的关系,并考察父子依恋和母子依恋的调节作用。方法:采用亲子依恋问卷、师生关系问卷、孤独感问卷和一般心理健康问卷对894名农村留守初中生和694名非留守初中生进行调查。结果:父子依恋(β=0.25)、母子依恋(β=0.28)和师生关系(β=0.25)显著正向预测初中生心理健康(ps<0.001),父子依恋(β=-0.23)、母子依恋(β=-0.13)和师生关系(β=-0.15)显著负向预测初中生孤独感(ps<0.001);亲子依恋对非留守初中生师生关系与孤独感和心理健康的关系的调节作用显著(ps<0.01)、父子依恋对留守初中生师生关系与心理健康的关系的调节作用显著(p<0.001),调节作用均呈“锦上添花”的调节模式;父子依恋对留守初中生师生关系与孤独感之间关系的调节作用、母子依恋对留守初中生师生关系与孤独感和心理健康之间关系的调节作用不显著(ps>0.05)。结论:在留守儿童亲子依恋受到损伤的情况下,师生关系是降低留守初中生孤独感、保护其心理健康的稳定因素。

Objective:To explore the relationship between teacher-student relationship and loneliness and mental health of left-behind junior high school students,and to investigate the moderating effect of parent-child attachment.Methods 894 rural left-behind junior middle school students and 694 non left-behind junior middle school students were investigated by using parent-child attachment questionnaire,teacher-student relationship questionnaire,loneliness questionnaire and general mental health questionnaire.Results:(1)The father-child attachment(β=0.25),mother-child attachment(β=0.28)and teacher-student relationship(β=0.25)positively predicted the mental health of junior middle school students(ps<0.001),father-child attachment(β=-0.23),mother-child attachment(β=-0.13)and teacher-student relationship(β=-0.15)negative prediction of loneliness of junior middle school students(ps<0.001);(2)There was a significant moderating effect of parent-child attachment on the relationship between teacher-student relationship,loneliness and mental health in non left-behind junior middle school students(ps<0.01),and there was a significant moderating effect of father-child attachment on the relationship between teacher-student relationship and mental health in left-behind junior middle school students(p<0.001).There was no significant moderating effect of father-child attachment on the relationship between left-behind junior middle school students'teacher-student relationship and loneliness,and there was no significant effect of mother-child attachment on the relationship between left-behind junior middle school students'teacher-student relationship,loneliness and mental health(ps>0.05).Conclusion:When the parent-child attachment is damaged,the teacher-student relationship is a stable factor to alleviate the loneliness and protect the mental health of left-behind junior middle school students.