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目的探讨留守高中生社会支持的特点与现状,了解其与一般自我效能感的关系。方法使用社会支持评定问卷和一般自我效能感问卷对96名留守高中生和56名非留守高中生进行测查。结果①留守高中生的社会支持总分明显低于非留守儿童,差异具有统计学意义(P<0.05);②留守高中生的社会支持在不同年龄、周生活费、监护类型及与父母联系频率上的差异均具有统计学意义(P<0.05);③留守高中生的主观支持和支持利用度与一般自我效能感的评分均存在回归关系(P<0.05)。结论留守高中生的社会支持相对缺乏,提高留守高中生的主观支持及对支持的利用度是改善其一般自我效能感的重要举措。
Objective To explore the characteristics and current situation of social support for left-behind high school students and to understand their relationship with general self-efficacy. Methods A total of 96 left-behind high school students and 56 non-left-behind high school students were investigated using the social support rating questionnaire and the general self-efficacy questionnaire. Results ① The total score of social support for left-behind high school students was significantly lower than that of non-left-behind children (P <0.05); ②The social support of left-behind high school students was significantly different (P <0.05). (3) There was a regression relationship between the scores of subjective support, supportive utilization and general self-efficacy in left-behind high school students (P <0.05). Conclusion The social support of left-behind high school students is relatively lacking. Improving the subjective support of left-behind high school students and the utilization of support are important measures to improve their general sense of self-efficacy.