农村留守儿童的学校幸福感及其个案干预研究

发布时间：2017-12-27 10:30

  本文关键词：农村留守儿童的学校幸福感及其个案干预研究　出处：《山东师范大学》2016年硕士论文　论文类型：学位论文

  更多相关文章： 农村留守儿童 学校幸福感 个案干预

【摘要】：目前,中国农村留守儿童有6000多万,农村留守儿童已经成为中国社会一类不可忽视的儿童群体(段成荣,2013)。由于父母一方或双方长期在外打工,农村留守儿童生活在父母亲情相对缺失的不利环境中。农村留守儿童的幸福感研究已经得到全社会的普遍关注,对于留守儿童而言,学校是除家庭以外的重要成长环境。因此,农村留守儿童在学校中的幸福感成为当前幸福感研究中的重要主题。学校幸福感对留守儿童的个人成长具有重大影响,但是国内有关留守儿童学校幸福感的研究很少,与之相关的干预研究更少。近年来,Reashaw提出了学校幸福感的测量模型。该模型是基于积极心理学的理论基础,以干预提升学生的学校幸福感为目的的模型(Renshaw,LongCook,2014)。本研究基于Reashaw的学校幸福感模型,探讨了农村留守儿童学校幸福感的现状及影响因素,研制了提高农村留守儿童学校幸福感的个案干预方案,并以3名留守儿童为被试检验了该方案的效果。具体来说,本论文包括两个子研究:研究1以菏泽市某乡镇中学572名初一至初三学生为研究对象,考察不同留守类别儿童学校幸福感的特点及影响因素。在研究1的基础上,研究2的主要内容是研发提高农村留守儿童学校幸福感的个案干预方案与实施且评估个案干预方案的效果。我们以教师、朋友作为切入点,以学校幸福感测量模型作为干预的基础,学校联结、学业效能感、学习快乐、教育目的作为干预内容,研制了提高农村留守儿童学校幸福感的个案干预方案。并对3名双亲外出农村留守儿童实施了个案干预。本研究的主要结论如下:1、不同年级的留守儿童的学校幸福感差异显著,初二的留守儿童的学校幸福感显著高于初一、初三。不同留守类别、不同性别的儿童的学校幸福感差异不显著。2、农村儿童的教师支持、友谊质量能显著正向预测其学校幸福感且存在留守类别差异性:教师支持对双亲外出儿童和非留守儿童的学校幸福感的预测作用高于父亲外出儿童。友谊质量对父亲外出农村留守儿童和非留守儿童的学校幸福感的预测作用高于双亲外出儿童。鉴于此,这给我们研发提高农村留守儿童的学校幸福感的个案干预方案带来重要的启示,我们可以以教师、朋友作为提高农村留守儿童学校幸福感的切入角度,要积极发挥教师提高留守儿童的学校幸福感的补偿性,以及朋友的力量。3、从教师、朋友两大群体切入,以学校幸福感测量模型作为干预基础,以学业效能感、学业热情、学校联结、教育目的为干预内容,研发了作业批改、主题班会、我们聊一聊等提升农村留守儿童的学校幸福感的干预方案。4、对3名双亲外出农村留守儿童实施个案干预方案,取得了一定的积极效果:通过对干预效果的量化评估和质性评估,其中2名干预被试在干预前后的效果很明显,其学校幸福感水平有明显提高,学校联结性、学业效能感、学习快乐、教育目的都有所提升。另外一名干预被试的学校幸福感水平以及各个维度的变化没有其他两名干预被试明显。本研究关于农村留守儿童学校幸福感现状及其影响因素的研究发现进一步丰富了有关儿童幸福感的研究。今后有关农村留守儿童学校幸福感的干预研究可以从教师、朋友入手,以学业效能感、学业热情、学校联结、教育目的为干预内容,本研究研制的干预方案能够为提高我国农村留守儿童的学校幸福感提供直接支持与重要借鉴。
[Abstract]:At present, there are about 60000000 left behind children in rural China, and the left behind children in rural areas have become a class of children which can not be ignored in Chinese Society (Duan Chengrong, 2013). Because one or two of the parents have been working outside for a long time, the left behind children in rural areas live in the unfavorable environment of relative lack of parents' affection. The study of the happiness of the left behind children in rural areas has been paid much attention by the whole society. For the left behind children, the school is an important environment for the growth of the children except the family. Therefore, the happiness of the rural left behind children in the school has become an important subject in the study of the current happiness. School well-being has a significant impact on the personal growth of the left behind children, but there is little research on the left behind children's school happiness in China, and less related intervention research. In recent years, Reashaw has proposed a measurement model of school happiness. The model is based on the theoretical basis of positive psychology to intervene to improve students' school happiness (Renshaw, LongCook, 2014). Based on the school well-being model of Reashaw, this study explored the current situation and influencing factors of rural left behind children's school happiness, and developed a case intervention program to improve the well-being of rural left behind children, and tested the effectiveness of the program with 3 left behind children as subjects. Specifically, the paper includes two sub studies: 1, 572 children from junior middle school to junior middle school in a township middle school in Heze. Based on the study of 1, the main content of the research 2 is to research and develop the case intervention program to improve the well-being of rural left behind children, and evaluate the effect of case intervention program. We take teachers and friends as the breakthrough point, take the school happiness measurement model as the basis of intervention, school connection, academic efficacy, learning happiness and educational purpose as intervention contents, and develop a case intervention program to improve the well-being of rural left behind children school. The case intervention was carried out on 3 children left behind in rural areas. The main conclusions of this study are as follows: 1, there are significant differences in school well-being among left behind children in different grades. There is no significant difference in school happiness between children with different types of retention and sex. 2, the quality of teachers' support and friendship in rural children can significantly predict their school well-being and there are differences in left behind categories: Teachers' support has a higher predictive effect on school well-being than parental outgoing children and non left behind children. The quality of friendship has a higher predictive effect on the happiness of school left behind children and non left behind children than those of parents. In view of this, this research gives us improve case left-behind children rural school well-being intervention plans to bring important enlightenment to teachers, friends, we can improve the rural left-behind children as the starting point of school well-being, to actively play teachers to improve school children left behind compensatory happiness, and friends. Starting from 3, the two groups of teachers, friends, school well-being measurement model as basis to intervention, academic self-efficacy, academic enthusiasm, school connectedness, education for the purpose of intervention research content, homework correcting, theme class meeting, we talked about the intervention program to enhance the rural school children left behind the sense of happiness. 4, 3 parents left in rural areas the case intervention program for children, has made some positive effects: the intervention effect of quantitative evaluation and qualitative evaluation, including 2 subjects before and after intervention in the intervention effect is obvious, the school level of well-being is significantly increased, school connectedness, academic self-efficacy and happy learning, the purpose of education have improved. There was no other two intervention on the level of happiness in the school and the changes in the dimensions of the other subjects. In this study, the research on the status and influencing factors of the happiness in the rural left behind children's school has further enriched the study of children's happiness. Future intervention studies on rural left-behind children school well-being can start from teachers and friends, with academic self-efficacy, academic enthusiasm, school connectedness, education for the purpose of intervention, intervention program in this study is to improve China's rural left-behind children schools provide direct support and important reference for happiness.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842
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本文编号：1341357