广州市中学生社会支持与学校归属感的关系分析

目的探讨广州市中学生社会支持和学校归属感状况并探讨两者之间的关系。方法采用社会支持评定量表和中学生学校归属感问卷,对广州市的552名中学生进行调查。结果①不同性别与年级的中学生社会支持总分均无显著性差异(P>0.05),初一学生的客观支持得分显著低于其他3个年级(F=7.607,P<0.01);②男生学校归属感总分显著低于女生(t=-3.270,P<0.01),初一学生的学校归属感得分明显高于其他3个年级(F=29.746,P<0.01);③学校归属感总分与社会支持总分及其客观支持、主观支持、对支持的利用度3个维度均存在显著正相关(r=0.358,0.184,0.304,0.293;P<0.01);回归分析显示,主观支持、对支持的利用度、客观支持对学校归属感具有显著的正向预测作用(t=7.484,4.872;P<0.01,t=2.042,P<0.05)。结论应通过完善中学生的社会支持系统,提高其学校归属感,促进学生的身心健康。

Relationship between Social Support and the Sense of School Belonging of Middle School Students in Guangzhou

Objective To explore the status of social support and middle school students’ sense of school belonging and their relationship.Methods A total of 552 high school students from 4 middle schools in Guangzhou were surveyed using SSES and QSSBMS.Results ① The total scores of social support showed no significant differences among students of different gender and different grades(P>0.05).The score of social support of junior students was significantly lower than that of the students in the other three grades(F=7.607,P<0.01).②Male students’ score of sense of school belonging was significantly lower than that of female students(t=-3.270,P<0.01).Junior students’ score of sense of school belonging was significantly higher than that of the students in the other three grades(F=29.746,P<0.01).③Significant positive correlation existed between the total scores of general sense of school belonging and the total score of general social support and its three dimensions,i.e.,objective support,subjective support,and utilization of support(r=0.358,0.184,0.304,0.293;P<0.01).Regression analysis showed that objective support,subjective support and utilization of support were significantly positive predictors of the sense of school belonging.(t=7.484,4.872;P<0.01,t=2.042,P<0.05).Conclusion The improvement of social support systems are recommended to enhance students’ sense of school belonging and promote students’ physical and psychological health.