农村留守初中生亲子同伴师生关系与社会自我的相关性

目的 探讨农村留守初中生亲子、同伴、师生关系与社会自我的关系,为农村留守儿童的心理健康教育提供参考依据.方法 采用青少年社会自我问卷、亲子亲合问卷、亲子冲突问卷、同伴友谊质量量表、师生关系量表,对随机整群抽取的重庆市4所乡镇中学1 433名初中生进行调查.结果 留守初中生的人际敏感性显著高于非留守初中生,角色调节、父子亲合、冲突背叛、冲突性均显著低于非留守初中生(P值均＜0.05)；社会自我与父子亲合、帮助陪伴、亲密交流、肯定价值、信任尊重、亲密性、反应性呈显著正相关(P值均＜0.01).多元回归分析显示,帮助陪伴、亲密性和亲密交流对社会自我具有显著正向预测作用.同伴关系的帮助陪伴、亲密交流的预测力分别为8.5％,0.4％.师生关系的亲密性的预测力为4.5％.结论 农村留守初中生亲子、同伴、师生关系与社会自我均存在相关性.应发挥教师、同伴的积极作用,促进留守儿童的健康成长.

Relationship between parent-child relationship,peer relationship,teacher-student relationship and social self-concept of the left-behind kids in junior middle school

Objective To study the relationship between parent-child relationship,peer relationship,teacher-student relationship and social self-concept among the left-behind children in junior middle school,and to provide references for mental health education.Methods A total of 1 433 junior school students were investigated with the Social Self-concept Questionnaire,Parent-child Cohesion Questionnaire,Parent-child Conflict Questionnaire,Friendship Quality Questionnaire and Teacher-Student Relationship Questionnaire(Student Version).Results There was significant difference in interpersonal sensitivity,role adjustment,parent-child cohesion,conflict and betray,conflict between left-behind junior high school students and control group.There was significant positive correlation between social self-concept and parent-child cohesion,help accompany,intimate communication,affirmative value,trust and respect,intimacy and reactive(P<0.01).Multi-variant regression analysis indicated that help accompany,intimacy and intimate communication can significantly forecast social self-concept.Conclusion The rural left-behind students’ social self-concept is correlated to parent-child cohesion,peer and teacher-student relationship.The left-behind children’s health should be promoted by the positive effects of the teachers and the peers.