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目的比较留守与非留守儿童心理压力源和应对方式的差异,为心理干预提供依据。方法采用分层随机抽样法抽取宁夏某县2所中学12～16岁学生440人。其中留守儿童205名,非留守儿童235名。采用生活事件量表和应对方式量表进行调查。结果 1.留守儿童与非留守儿童近1 a内遭遇的生活事件发生频度前10位的事件中8个事件是相同的。不同事件有家庭施加学习压力、家庭内部有矛盾、学习负担重、升学压力。考试失败或成绩不理想发生频度最高。2.人际关系、受惩罚、健康适应、其他的得分留守儿童均高于非留守儿童(Pa<0.01)。3.解决问题、退避、发泄、忍耐4个因子的得分留守儿童均高于非留守儿童,其中退避因子经t检验差异有统计学意义(P<0.01);求助和幻想因子的得分为留守儿童低于非留守儿童,其中求助因子经t检验差异有统计学意义(P<0.01)。4.留守儿童人际关系、丧失、其他、健康适应与解决问题、退避、发泄、幻想、忍耐因子均呈负相关;学习压力、受惩罚与解决问题、求助、退避、发泄、幻想、忍耐因子均呈正相关。非留守儿童人际关系、学习压力、受惩罚、健康适应、其他与求助因子均呈负相关;学习压力、受惩罚、丧失与解决问题、退避、发泄、幻想、忍耐因子均呈正相关。结论成熟型应对方式能够缓冲生活事件带来的不良影响,对留守儿童的心理健康起到一定保护作用。在面对各种生活事件时,他们需要应对方式的指导和帮助。尽量缩短孩子和父母的心理距离,及时对孩子的心理问题加以关注和指导。
Objective To compare the differences of psychological stressors and coping styles among left-behind children and non-left-behind children, and to provide basis for psychological intervention. Methods A stratified random sampling method was used to extract 440 students aged 12 to 16 from 2 middle schools in a county of Ningxia. 205 left behind children and 235 non-left-behind children. Using life event scale and coping style scale to investigate. Results 1. Among the top 10 events in the incidence of life events in left-behind children and non-left-behind children in the past 1 year, the 8 events were the same. There are different incidents in which families exert pressure on learning, conflicts within their families, heavy learning burden and pressure to go to school. Failure of the exam or unsatisfactory grades occurs most frequently. 2. Interpersonal relationships, punishment, health adaptation, other scores were left behind children than non-left-behind children (Pa <0.01). (3) Solving problems, evasion, venting and patience scores of four left behind children were higher than those of left behind children, and the evacuation factor had significant difference (p <0.01) by t test; scores of help and fantasy factor were left children Which was lower than that of non-left-behind children. There was significant difference between the help-seeking factors by t-test (P <0.01). There was a negative correlation between left-behind children’s interpersonal relationship, loss, others, health adaptation and problem-solving, evasion, venting, fantasy and patience factors; learning stress, punishing and solving problems, seeking help, avoiding, venting, Was positively correlated. Non-left-behind children’s interpersonal relationship, learning pressure, punishment, health adaptation, and others were negatively correlated with asking for help. There was a positive correlation between learning stress, punishment, loss and problem solving, withdrawal, venting, fantasy and tolerance. Conclusion The mature coping style can buffer the adverse effects of life events and play a protective role for the left-behind children’s mental health. In the face of various life events, they need guidance and help to cope with the way. Try to shorten the psychological distance between children and parents, in time to pay attention to and guidance of children’s psychological problems.