父教缺失下农村留守儿童的亲子依恋、师生关系与主观幸福感

发布时间：2018-12-20 08:48

【摘要】：目的:通过与非留守儿童进行对比,考察父教缺失下农村留守儿童的亲子依恋、师生关系与主观幸福感的状况及三者之间的关系。方法:979名农村留守儿童和2096名非留守儿童完成了亲子依恋问卷、师生关系问卷、主观幸福感自我评定量表。结果:①与非留守儿童相比,留守儿童的亲子依恋、师生关系较差,主观幸福感得分较低。②师生关系在亲子依恋与留守儿童的主观幸福感之间起部分中介作用:师生关系在父子依恋与留守儿童主观幸福感之间的间接效应为-0.024,占总效应的7%;在母子依恋与主观幸福感之间的间接效应为0.024,占总效应的25.53%。结论:与非留守儿童相比,留守儿童的亲子依恋、师生关系较差,主观幸福感较低;师生关系在亲子依恋与留守儿童的主观幸福感之间起部分中介作用。
[Abstract]:Objective: to investigate the relationship between parent-child attachment, teacher-student relationship and subjective well-being of rural left-behind children under the absence of paternity by comparison with non-left-behind children. Methods: 979 rural left-behind children and 2096 non-left-behind children completed parent-child attachment questionnaire, teacher-student relationship questionnaire and subjective well-being self-assessment scale. Results: 1 compared with non-left-behind children, the parent-child attachment and teacher-student relationship of left-behind children were worse than those of non-left-behind children. The scores of subjective well-being are lower. 2 the teacher-student relationship plays an intermediary role between parent-child attachment and the subjective well-being of left-behind children: the indirect effect of teacher-student relationship between parent-son attachment and left-behind children's subjective well-being is -0.024. Accounting for 7% of the total effect; The indirect effect between maternal attachment and subjective well-being was 0.024, accounting for 25.53% of the total effect. Conclusion: compared with non-left-behind children, the parent-child attachment, teacher-student relationship and subjective well-being of left-behind children are poor, and the teacher-student relationship plays an intermediary role between parent-child attachment and subjective well-being of left-behind children.
【作者单位】：北京师范大学教育学部;北京师范大学心理学院;
【分类号】：B844.1

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