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目的了解农村留守儿童的心理健康状况,为提高留守儿童心理健康水平提供科学依据。方法应用心理健康诊断测验和Piers-Harris儿童自我意识量表,对山东省平度市410名留守儿童和435名非留守儿童进行调查。结果留守儿童的焦虑倾向总分、学习焦虑、对人焦虑、孤独倾向的得分均高于非留守儿童(t=2.768~23.129,P<0.01),自我意识总分、行为、焦虑和合群的得分均低于非留守儿童(t=-12.274~-2.543,P<0.05)。留守儿童在一些因子得分上存在性别和年级差异(t=-13.853~3.071,P<0.05)。留守儿童的学习焦虑和智力与学校情况、焦虑呈负相关(r=-0.305、-0.296,P<0.01);对人焦虑与焦虑、合群呈负相关(r=-0.189、-0.215,P<0.05);孤独倾向与合群呈负相关(r=-0.187,P<0.05)。结论留守儿童存在一些心理问题,应采取针对性措施,开展对农村留守儿童的心理健康教育工作。
Objective To understand the mental health status of left-behind children in rural areas and provide a scientific basis for improving the mental health of left-behind children. Methods A total of 410 left-behind children and 435 non-left-behind children in Pingdu City of Shandong Province were investigated by using mental health diagnostic test and Piers-Harris Children’s Self-Consciousness Scale. Results The scores of anxiety tendency, anxiety, anxiety and loneliness of left-behind children were higher than those of left-behind children (t = 2.768-23.129, P <0.01), scores of total self-awareness, behavior, anxiety and cohesion Were lower than non-left-behind children (t = -12.274 ~ -2.543, P <0.05). Left-behind children had gender and grade differences in some factor scores (t = -13.853 to 3.071, P <0.05). The anxiety and intelligence of left-behind children were negatively correlated with school conditions and anxiety (r = -0.305, -0.296, P <0.01). There was a negative correlation between anxiety and cohesion (r = -0.189, -0.215, 0.05). There was a negative correlation between loneliness and cohesion (r = -0.187, P <0.05). Conclusion There are some psychological problems left behind children should take targeted measures to carry out mental health education of left-behind children in rural areas.