领悟社会支持对留守初中生孤独感的影响:社交焦虑的纵向中介作用和留守时间差异

The Effect of Perceived social Support on Loneliness Among Left-Behind Junior Students Mediating Role of Social Anxiety and Moderating Role of Left-Behind Time

由于与父母长期分离,缺少亲情呵护和有效监管,留守初中生易出现心理与行为问题。其中孤独感作为报告最多的负面情绪之一,对个体的身心发展具有多方面的影响,因此探讨留守初中生孤独感的影响因素具有现实意义。以河南省某地区250名留守初中生为被试,使用领悟社会支持量表、社交焦虑量表和孤独感量表,对其进行连续3次、持续3年的追踪测查。考察留守初中生领悟社会支持与孤独感之间的关系、社交焦虑在两者关系中的纵向中介作用以及留守时间差异。结果发现:(1)随着年级的增长,留守初中生领悟社会支持和社交焦虑呈下降趋势,孤独感水平呈倒“U”形变化趋势;(2)控制性别后,领悟社会支持显著负向预测孤独感;(3)社交焦虑在领悟社会支持和孤独感之间起部分纵向中介作用;(4)社交焦虑的纵向中介作用仅在留守1年以上的初中生中显著。

Due to the long-term separation from their parents lacking of family care and effective supervision left-behind junior students are prone to have psychological and behavioral problems.Loneliness one of the most reported negative emotions has a multifaceted impact on the physical and mental development of individuals.Therefore this study was investigated to examine the relationship between left-behind junior students’perceived social support and loneliness the mediating role of social anxiety in the relationship and the difference of left-behind time.250 rural left-behind junior students were selected to complete the Perceived Social Support Scale Social Anxiety Scale and Loneliness Scale for three consecutive follow-up tests.The results showed that (1)with the increase of grade the perceived social support and social anxiety level of rural left-behind junior students decreased and the loneliness level showed an inverted“U”type change trend;(2)After controlling for gender social anxiety (T1)and loneliness (T1)perceived social support (T1)could significantly and negatively predicted loneliness (T3);(3)Social anxiety (T2)partially mediated the relationship between perceived social support (T1)and loneliness (T3);(4)The mediating effect of social anxiety was only significant among left-behind students who stay for more than 1 year.