| 王慧玲,杨孝忠,李杨,吴俊林,白雪琴,陈胡丹,及若菲,黄国平.留守初中生父母同伴依恋与心理弹性的相关性[J].四川精神卫生杂志,2020,33(2):173-176.Wang Huiling,Yang Xiaozhong,Li Yang,Wu Junlin,Bai Xueqin,Chen Hudan,Ji Ruofei,Huang Guoping,Correlation between parents and peers attachment and resilience ofleft-behind junior high school students[J].SICHUAN MENTAL HEALTH,2020,33(2):173-176 |
| 留守初中生父母同伴依恋与心理弹性的相关性 |
| Correlation between parents and peers attachment and resilience ofleft-behind junior high school students |
| 投稿时间：2020-04-08 |
| DOI：10.11886/scjsws20200408002 |
| 中文关键词: 留守 初中生 父母和同伴依恋问卷 依恋 心理弹性 |
| 英文关键词:Left-behind Junior middle school students IPPA Attachment Resilience |
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| 中文摘要: |
| 目的 了解留守初中生的父母同伴依恋、心理弹性及其关系，为对其开展有针对性的心理干预、改善其心理健康状况提供参考。方法 采用整群随机抽样法抽取绵阳市某县两所中学的初中生共842名作为研究对象，其中留守初中生292名（34.68%），非留守550名（65.32%）。采用自编一般情况问卷、父母和同伴依恋问卷（IPPA）、心理弹性量表（RS）进行评定，并分析IPPA和RS评分的相关性。结果 ①留守组的父亲依恋分量表中疏离维度评分高于非留守组（P<0.01）；留守组男生的父亲依恋分量表中疏离维度和同伴依恋分量表沟通维度评分均高于非留守组男生（P<0.05或0.01），留守组女生的父亲依恋分量表疏离维度评分高于非留守组女生（P<0.05），其父亲依恋分量表信任维度、同伴依恋分量表中信任和沟通维度评分及总评分均低于非留守组女生（P均<0.05）。②留守组与非留守组初中生RS评分比较差异无统计学意义（P>0.05）。③留守组初中生中，除父母依恋分量表的疏离维度外，其余IPPA各分量表评分及各维度评分与RS评分均呈正相关（r=0.261~0.494，P均<0.01）；非留守初中生中，IPPA各分量表评分及各维度评分与RS评分均呈正相关（r=0.123~0.583，P均<0.01）。结论 留守初中生存在普遍的依恋关系与安全感问题，以留守女生更为突出。 |
| 英文摘要: |
| Objective To understand the relationship of attachments to parents and peers with resilience among the left-behind junior middle school students, so as to provide references for implementation of targeted psychological intervention and improvement of their mental health.Methods A total of 842 junior middle school students from two middle schools in a county of Mianyang city were selected by cluster random sampling, including 292 (34.68%) left-behind students and 550 (65.32%) non-left-behind students. All the selected students were assessed by self-made questionnaire, Inventory of Parent and Peer Attachment (IPPA) and Resilience Scale (RS), and the correlation between IPPA and RS scores was analyzed.Results ①Score of the alienation dimension of father attachment subscale in left-behind group was higher than that of non-left-behind group (P<0.01). Of all boy students, the alienation dimension score of father attachment subscale and communication score of peers attachment subscale in left-behind group were higher than those in non-left-behind group (P<0.05 or 0.01). Of all girl students, alienation dimension score of father attachment subscale in left-behind group was higher than that of non-left-behind group (P<0.05), and trust dimension score of father attachment subscale, trust and communication of peers attachment subscale were lower than those of non-left-behind group (P<0.05). ②There was no significant difference in RS score between left-behind group and non-left-behind group (P>0.05). ③In left-behind group, each subscale and each dimension scores of IPPA were positively correlated with RS score except the alienation dimension of parents attachment subscale (r=0.261~0.494, P<0.01). In non-left-behind group, each subscale and each dimension scores of IPPA were positively correlated with RS score (r=0.123~0.583, P<0.01).Conclusion Attachment and security problems are common among left-behind junior high school students, especially among left-behind girls. |
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