“留守”对农村小学儿童共情发展的影响探究

The Influence of"Left-Behind"on Empathy Development of Rural Primary School Children

关注农村儿童情感和社会性发展是当下农村教育的重要方面,而共情能力是增强个体积极情感和促进个体社会适应的重要途径。当下农村学校有相当比例正在留守或曾经留守的儿童,因而探究“留守”对农村儿童共情发展的影响具有积极意义。通过采用问卷调查的方法,将“留守”解构为“客观留守”和“主观留守”两个维度,以冀北山区6所农村小学的951名儿童作为对象,以BES基本共情量表和自编调查问卷作为测量工具,以SPSS软件进行数据分析和处理。结果发现,“客观维度”中的“是否留守”和“留守类型”均未对儿童共情发展构成显著影响,但“性别因素”对儿童共情发展构成显著影响;侧重留守感受的“主观维度”中的认知风格和思维模式倾向对儿童共情发展的影响均呈现显著差异。结论:农村小学留守与非留守儿童共情发展水平相当,不同留守类型儿童的共情发展水平相当,留守女童共情发展水平显著优于留守男童,对“留守”秉持积极认知风格的儿童共情发展显著优于消极认知风格的儿童,成长型思维模式倾向的儿童共情发展显著优于固定型思维模式倾向的儿童。

Paying attention to the emotional and social development of rural children is an important aspect of current rural education,and empathy is an important way to enhance individual positive emotion and promote individual social adaptation.At present,there are quite a proportion of children in rural schools who are left behind or used to be left behind,so it has positive significance to explore the impact of"left-behind"on the development of rural children′s empathy.In this study,questionnaire survey was adopted to deconstruct"left-behind"into two dimensions:"objective left-behind"and"subjective left-behind".951 children from 6 rural primary schools in the mountainous area of northern Hebei were taken as research objects.The BES and self-report questionnaire were used as research tools,and SPSS software was used for data analysis and processing.The results showed that"left-behind or not"and"left-behind type"in"objective left-behind situation"had no significant difference in the influence of children′s empathy development,but"gender factor"had significant difference in the influence of children′s empathy development.The cognitive style and the tendency of mindset in"subjective left-behind feeling"had significant differences on children′s empathy.Conclusions:Left-behind children and non-left-behind children have the same level of empathy development.Different types of left-behind children have similar levels of empathy development.Left-behind girls are significantly better than left-behind boys in empathy development.The empathy development of children with positive cognitive style is significantly better than that of children with negative cognitive style.The empathy development of children with growth mindset is significantly better than that of children with fixed mindset.