家庭功能对留守儿童学习自主的影响——核心自我评价和未来取向的链式中介作用

The Impact of Family Function on the Learning Autonomy of Leftbehind Children——The Chain Mediated Roles of Core Selfevaluation and Future Orientation

为考察留守儿童家庭功能与核心自我评价、未来取向、学习自主的关系,本研究对1544名留守儿童进行了问卷调查,并采用结构方程模型进行数据分析。结果发现,模型中的家庭功能对学习自主的直接效应不显著,核心自我评价和未来取向在家庭功能对留守儿童学习自主的影响中起链式中介作用。这一结果说明,留守儿童的家庭亲密度和家庭适应性能通过影响其建立积极的核心自我评价来影响其未来取向,进而提升其学习自主性。未来研究和实践在激发留守儿童学习自主性时可考虑通过网络提高亲子间的沟通水平,从而强化留守儿童的家庭功能,或是通过干预研究提升留守儿童的未来取向与核心自我评价水平。

To investigate the relationship between family function and core selfevaluation,future orientation and learning autonomy of leftbehind children,a survey was administered to 1544 leftbehind children,and structural equation model was used to analyze the data.The results show that the direct effect of family function on learning autonomy in the model is not significant,while family function can affect learning autonomy through core selfevaluation and future orientation.These results indicate that family intimacy and adaptability of leftbehind children can affect their forming of positive core selfevaluation and promote their future orientation,which in turn will improve their learning autonomy.When stimulating the learning autonomy of leftbehind children,future research and practice can take into consideration the family function of leftbehind children by improving the communication level between parents and children through the Internet,or improving the future orientation and core selfevaluation level of leftbehind children through intervention studies.