农村留守儿童社会支持状况调查研究

*胡　昆调查初中阶段农村留守儿童社会支持状况及特点,为有针对性的展开留守儿童心理健康教育提供参考。采用《社会支持评定量表》对湖南省3个地区6所学校的670名留守初中生的社会支持状况进行测查。留守儿童在支持利用度上存在性别差异(t=2.13,P0.05);不同监护的留守儿童在客观支持和支持利用度上存在显著差异(F=25.26,3.30;P0.05);父母打工年限在主观支持项目上,差异有统计学意义(F=3.86,P0.05)。农村留守儿童的社会支持系统较差。留守儿童;社会支持;社会支持评定量表;初中生ResearchontheStatusofSocialSupportsoftheRuralLeft-behindChildren.HuKun.ChangshaSocialWorkUniversity,HunanNormalUniversity,Changsha410004,P.R.ChinaAbstractObjectiveToresearchthestatusofsocialsupportsoftheruralleft-behindchildreninjuniormiddleschool,andprovidereferenceforrelatedmentalhealtheducation.MethodsAtotalof670childrenrandomlyselectedfrom6countyschoolswereinvestigatedwithSocialSupportAssessQuestionnaire.Resultsthereweregenderdifferencesinsupportuseitem(t=2.13,P0.05);therewassignificantdifferenceinobjectsupportitemandsupportuseitemamongtheleft-behindchildrenwithdeferentguardian(F=25.26,3.30;P0.05);therewassignificantdifferenceinsubjectsupportitembetweentheleft-behindchildrenwhoseparentshadbeenoutlessthanoneyearandwhoseparentshadbeenoutoverayear(F=3.86,P0.05).ConclusionThestatusofsocialsupportsisnotoptimisticamongleft-behindchildren.KeywordsLeft-behindchildren;Socialsupport;Socialsupportassessquestionnaire;Juniorschoolstudent,,,,,[1][2],,,,[3],,,,[4],,,11.136670,670,100%,4(),666,99.4%285,3816,,213,225,2281.21.2.1,3100.760.921.2.2,,1.3SPSS11.5,tF22.111x-s10.991.3317.382.697.171.1935.544.48,,,9762011198ChinaJournalofHealthPsychology2011,Vol19,No.8.,410004E-mail:[e-mail]*:(05YB145),,58%,,3,2.222,2(P0.05),(P0.05)2.332(x-s)(n=287)(n=379)P11.001.3810.981.300.8617.422.7617.352.640.737.171.177.161.200.0335.594.5435.494.430.773(x-s)(n=238)(n=126)(n=217)(n=35)(n=43)(n=7)F11.241.1711.161.3211.061.2410.861.009.261.318.571.2725.26*17.542.5617.392.3917.312.8217.202.6116.102.5817.002.580.457.311.117.341.207.041.286.971.016.770.976.571.403.30*36.084.1435.904.6535.414.6635.034.0733.004.1132.144.744.68:*P0.05,3,,2,2.444(x-s)1(n=165)1(n=161)2(n=161)3(n=179)F10.931.3111.191.4710.941.2810.921.271.5516.952.4817.922.9917.162.6017.392.713.86*6.911.197.061.316.781.236.901.111.3834.784.3036.165.0234.884.4435.204.273.15*,,(P0.05),11,(P0.05)33.1,[4],,,,,,,,,,,,,,,,3.2[5],,,,2,,,,,,,,;,,3.3,4,,,11,,,,,,,9772011198ChinaJournalofHealthPsychology2011,Vol19,No.8孙　凌　李宁宁　周天红探讨流行歌曲对中学生阅读理解的影响。采用两因素混合实验设计对32名中学生的阅读理解分数进行研究。背景变量的主效应显著,F(3,90)=20.985,P0.001;背景变量与背景音乐偏好变量之间存在着显著的交互作用,F(3,90)=15.164,P0.001。　流行歌曲对阅读理解起到了显著的干扰作用;流行歌曲的伴奏乐则无显著影响;对有背景音乐偏好被试来讲,流行歌曲的伴奏乐对他们的阅读理解有显著的促进作用,流行歌曲对他们的阅读理解无显著的干扰作用;对无背景音乐偏好被试来讲,流行歌曲的伴奏乐对他们的阅读理解既无显著的促进作用,也无显著的干扰作用,而流行歌曲(包括有伴奏的歌曲和无伴奏的歌曲)对他们的阅读理解有显著的干扰作用。流行歌曲;中学生;阅读理解;方差分析EffectofPopularMusiconStudents'ReadingComprehension.SunLing,LiNingning,ZhouTianHong.TianJinMentalHealthCenter,Tianjin300222,P.R.ChinaAbstractObjectiveToexploretheeffectsofpopularmusiconstudents'readingcomprehension.MethodsTwo-factormixedexperimentdesignwasadoptedtodiscuss32students'readingcomprehensionscores.ResultsBackgroundvariableshadsignificantprimaryeffect,F(3,90)=20.985,P0.001.Backgroundandpreferencevariableshadsignificantinteraction,F(3,90)=15.164,P0.001.ConclusionPopsonghadsignificantlynegativeeffectsonreadingcomprehension,instrumentalmusicofPopsonghadnosignificanteffects.Forparticipantswhohadbackgroundmusicpreference,classicalmusichadsignificantlypositiveeffectsonreadingcomprehension,Popsonghadn'tsignificantlynegativeeffectsonreadingcomprehension.Forparticipantswhohadnotbackgroundmusicpreference,classicalmusichadnotonlysignificantlypositiveeffectsbutalsosignificantlynegativeeffectsonreadingcomprehension,popsonghadsignificantlynegativeeffectsonreadingcomprehension.KeywordsPopmusic;Students;Readingcomprehension;Analysisofvariance2080,(),(),,,[1]MP3MP4,,,,411.1,16,;,,,,,,,,,,,4[1]GoodwinR,CostaP,AdonuJ.SocialSupportanditsconsequences:Positiveanddeficiencyvaluesandtheirimplicationsforsupportandself-esteem[J].TheBritishJournalofSocialPsychology,2004(9):43[2]辛自强,池丽萍.快乐感与社会支持的关系[J].心理学报,2001,33(5):442-447[3]WightWG,BotticelloAL,AneshenselCS.SocioeconomicContext,SocialSupport,andAdolescentMentalHealth:AMultilevelInvestigation[J].JournalofYouthandAdolescence,2006,35(1):109-123[4]段玉香.农村留守儿童社会支持状况及其与应付方式的关系研究[J].中国健康心理学杂志,2008,16(4):464-466[5]刘霞,赵景欣,申继亮,等.初中留守儿童社会支持与问题行为的关系[J].心理发展与教育,2007,23(4):99-102[6]赵建平,葛操.初中生社会支持与心理健康的相关研究[J].中国健康心理学杂志,2006,14(2):132-133(收稿时间:2011-02-18)9782011198ChinaJournalofHealthPsychology2011,Vol19,No.8.300222E-mail:[e-mail]