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目的探索小学留守儿童生活现状及对其社会支持特点,为制定相应的教育和心理辅导策略提供依据。方法采用修订社会支持评定量表(SSRS)和自编小学留守儿童生活状况调查表,对206名小学留守儿童进行调查。结果小学留守儿童的各项社会支持(SSRS)得分在与父母联系频率、与邻里成人关系、同伴关系、家庭教育方式各方面体现出了一定的显著差异。(1)行动化支持显著地影响小学留守儿童SSRS得分;(2)与父母联系频率对小学留守儿童的社会支持影响最全面且力度最大,与成人、同伴关系不同层面、不同程度地影响小学留守儿童SSRS得分;(3)严格和基本不管两种极端家庭教育方式提高小学留守儿童的社会支持感受水平。结论留守生活对小学生的社会支持及生活质量存在影响。应对小学留守儿童加以行动指导和支持。
Objective To explore the status quo of children left behind in primary school and the characteristics of their social support, and to provide the basis for formulating corresponding education and psychological counseling strategies. Methods Revised social support rating scale (SSRS) and self-compiled questionnaire for living conditions of left-behind children in primary schools were used to investigate 206 left-behind children in primary school. Results SSRS score of primary left-behind children showed some significant differences in the frequency of contact with parents, relationship with neighborhood adults, peer relationships and family education. (1) Action support significantly affects SSRS scores of left-behind children in primary school; (2) The frequency of contact with parents has the most comprehensive and intensive social support for left-behind children in primary school, affecting the primary school stay in different levels with adults and peers Children SSRS score; (3) strict and basic regardless of the two extreme family education to improve the level of social support of children left behind in primary school. Conclusion Left-behind living has an impact on the social support and quality of life of primary school children. Primary school children left behind should be guided and supported.