家庭环境对青少年拒学心理特征的影响

目的 探究家庭环境对青少年拒学心理特征的影响,为拒学青少年病人的心理治疗提供有力参考依据.方法 选取2016年1月至2017年12月因拒绝上学来合肥市第四人民医院心理门诊就诊的青少年病人86例为病例组,采用随机数字表法抽取安徽省某初、高中同同年级、同性别数量相等的非拒学青少年86例为对照组,自行设计调查量表,对两组进行调查访谈,收集问卷数据,应用单因素及二分类logistic回归分析等统计学方法研究各因素与拒学与否之间的相关关系.结果 病例组与对照组比较,父母文化程度(大学及以上10例比30例)、婚姻状况(离异56例比30例,非离异30例比56例)、独生子女与否(是46例比22例,否40例比64例)以及家务活动(频繁32例比60例,不频繁54例比26例),均差异有统计学意义(P<0.05);二分类的logistic回归分析显示:父母离异、独生子女、家庭矛盾的发生与否为影响孩子产生拒绝上学心理的危险性因素,家庭成员亲密度、情感表达、家庭成员自主独立性、家庭知识性文化普及、组织性、控制性是防止青少年产生拒绝上学心理保护性因素(P<0.05).结论 父母受教育程度以及婚姻状况对青少年产生拒学心理有一定影响;提高家庭成员亲密度以及家庭幸福与满足感,改善家庭环境是减少青少年拒学心理重要保证.

Correlation between family environment and psychological characteristics of youngsters' refusal to learn

Objective To explore the correlation between family environment and psychological characteristics of adolescents'' refusal to learn, so as to provide reference for psychological treatment of adolescents.Methods A self-designed questionnaire was usedto investigate and interview 86 adolescents who refused to go to school and were treated in the psychological clinic of The Fourth People''s Hospital of Hefei from January 2016 to December 2017, as well as 86 adolescents willing to go to school who were randomly selected from junior and senior high schools of Anhui Province with the same age, grade, and gender. Logistic regression analysis wasused to study the correlation between the factors and refusal to go to school.Results Compared with the control group, there were significant differences in the proportion of parental education (college education and above: 10 vs. 30), marital status (divorced: 56 vs. 30; not divorced: 30 vs. 56), the only-child or not (the only child: 46 vs. 22; not the only child: 40 vs. 64) and housework (frequent: 32 vs. 60; not frequent: 54 vs. 26).All the differences were statistically significant (P<0.05). Logistic regression analysis results showed that divorce, the only-child and family contradiction were the risk factors for adolescents'' refusal to go to school, andfamily intimacy, expression of feelings, independence of family members, knowledge, organization and control were the protective factors for adolescents'' refusal to go to school.Conclusion The educational background and marital status of parents have a certain influence on the teenagers'' refusal to go to school. And improving family intimacy, family happiness and satisfaction, and optimizing family environment are the important factors for improving teenagers'' psychology of refusing to learn.