遵义地区在校留守儿童的心理问题以及相关因素的调查

目的 本研究旨在探讨遵义地区中小学留守儿童的心理健康状况和心理问题，以及与心理问题的相关因素。方法 使用自设问卷、心理健康诊断测验（MHT）、艾森克人格问卷、儿童抑郁量表（CDI）评价遵义地区中小学生学生的心理健康状况。使用协方差分析，多元回归方程，皮尔森相关性分析对数据进行分析。结果 留守儿童MHT总分（37.79±5.89），精神质P（52.16±10.07），内外向E（47.81±10.71），神经质N（52.87±11.96），以及CDI的得分（7.65±9.29）高于非留守儿童（31.21±6.18），（51.56±9.89），（49.68±8.27），（52.45±10.71），（6.90±9.44）]（F = 6.71、4.59、5.41、10.54、11.87，P＜0.05）。多元线性回归方程结果表明留守儿童的心理健康问题与年龄（B = - 0.01，t = 1.43）、年级（B = - 0.21，t = - 0.29）、父亲教育程度（B = - 0.12，t = 11.54）、母亲教育程度（B = - 0.11，t = - 0.17）、精神质P（B = 0.21，t = 7.58）、内外向E（B = 0.02，t = 3.24）、神经质N（B = 0.14，t = 11.05）、CDI（B = 0.19，t = 6.51）相关（均为P＜0.05）。结论 本研究表明了留守儿童比非留守儿童有更严重的心理问题，并确定了留守儿童的相关因素，对留守儿童心理问题预防政策和干预措施提供了一定的理论和实践指导。

Investigation on psychological problems and related factors of school left-behind children in Zunyi

Objective To investigate the mental health status and psychological related factors of primary and middle school left-behind children in Zunyi. Methods Self-designed questionnaire, mental health test(MHT), Eysenck personality questionnaire (EPQ) and children’s depression inventory (CDI) were used to evaluate the mental health status of primary and middle school students in Zunyi. The data were analyzed using covariance analysis, multiple regression equations, and Pearson correlation analysis. Results The MHT total score (37.79±5.89), psychosis P (52.16±10.07), extroversion E (47.81±10.71), neuroticism N (52.87±11.96) and CDI (7.65±9.29) of left-behind children were higher than those of non-left-behind children (31.21±6.18), (51.56±9.89), (49.68±8.27), (52.45±10.71), and (6.90±9.44)] (F=6.71, 4.59, 5.41, 10.54, and 11.87, P<0.05). Multiple regression equations results showed that the mental health problems of left-behind children were related to age (B=-0.01, t=1.43), grade (B=-0.21, t=-0.29), father’s education level (B=-0.12, t=11.54), mother’s education level (B=?0.11, t=-0.17), psychotic P (B=0.21, t=7.58), introverted E (B=0.02, t=3.24), neurotic N (B=0.14, t=11.05), and CDI (B=0.19, t=6.51) (all P＜0.05). Conclusion This study demonstrates that left-behind children have more serious psychological problems than non-left-behind children, and the relevant factors are identified, providing certain theoretical and practical guidance for the prevention policies and intervention measures of left-behind children’s psychological problems.