Relationship between study weariness, self-compassion and problem behaviors of left-behind adolescents
-
摘要:
目的 分析留守青少年厌学、自悯与问题行为的现状，并探讨自悯在厌学与问题行为之间的调节作用，为缓解或减少留守青少年的问题行为提供相关依据。 方法 采用方便抽样的方法，选取四川省达州市开江县2所普通中学的1 285名中学生为调查对象，其中留守青少年895名；采用厌学量表、自悯量表以及问题行为量表进行问卷调查。 结果 男生的自悯与外化问题行为得分高于女生，而女生的内化问题行为高于男生(t值分别为2.13，1.98，-2.05，P值均＜0.05)；留守青少年的厌学、内化问题行为得分高于非留守青少年，而非留守青少年的自悯得分高于留守青少年(t值分别为2.01，2.08，-1.99，P值均＜0.05)；独生子女的外化问题行为高于非独生子女(t=1.95，P＜0.05)；初中生的外化问题行为得分高于高中生，而高中生的内化问题行为高于初中生(t值分别为2.03，2.02，P值均＜0.05)。厌学与问题行为呈正相关，自悯与问题行为呈负相关，厌学与自悯呈负相关(r值分别为0.37，-0.49，-0.46，P值均＜0.01)。 结论 厌学与留守青少年问题行为存在正相关，应重视留守青少年自悯能力的培养。 Abstract:Objective To analyze the association of study weariness with self-compassion and problem behaviors among left behind adolescents, and to explore the moderating role of self-compassion in this association. Methods By using convenient sampling method, 1 285 middle school students from two ordinary middle schools in a county of Dazhou City, Sichuan Province were selected, including 895 left behind adolescents. Study weariness, self-compassion and problem behavior were assessed through questionnaire survey. Results The scores of self-compassion and externalizing behaviors in boys were higher than that of girls, while the scores of internalizing behaviors of girls were higher than that of boys (t=2.13, 1.98, -2.05, P < 0.05); the scores of study weariness and internalizing behaviors among left behind adolescents were higher than those of non-left behind adolescents, while the scores of self-compassion of non-left behind adolescents were higher than those of left behind adolescents (t=2.01, 2.08, -1.99, P < 0.05). The scores of externalizing behaviors among only-one child and junior high school students were higher than that of non-only-one children and high school students, while the scores of internalization problem behaviors of high school students were higher than that of junior high school students (t=1.95, 2.03, -2.02, P < 0.05). There was a positive correlation between study weariness and problem behavior (t=0.37, P < 0.01), a negative correlation between self-compassion and problem behavior (t=-0.49, P < 0.01), and between study weariness and self-compassin (t=-0.46, P < 0.01). Conclusion There is a positive correlation between study weariness and behaviral problems among left behind teenagers. The cultivation of self compassion ability of left behind teenagers should be encouraged and promoted. -
Key words:
- Helplessness, learned /
- Behavior /
- Mental health /
- Regression analysis /
- Adolescent
-
表 1 是否留守青少年厌学、自悯与问题行为得分比较(x ±s)
Table 1. Comparison of scores of school wearness, self-compasion and problem behaviors among left behind addolescents
组别 人数 厌学 自悯 问题行为 外化问题行为 内化问题行为 留守 895 1.99±0.65 3.16±0.43 1.32±0.29 1.23±0.31 1.53±0.38 非留守 395 1.81±0.61 3.44±0.49 1.26±0.27 1.19±0.29 1.38±0.29 t值 2.01 -1.99 0.75 0.65 2.08 P值 < 0.05 < 0.05 >0.05 >0.05 < 0.05 
下载: 导出CSV
表 2 不同组别留守青少年厌学、自悯与问题行为得分比较(x ±s)
Table 2. Comparison of school weariness, self-compassion and problem behaviors among left behind adolescents(x ±s)
组别 选项 人数 统计值 厌学 自悯 问题行为 外化问题行为 内化问题行为 性别 男 402 1.92±0.66 3.37±0.51 1.31±0.26 1.24±0.27 1.30±0.32 女 493 1.89±0.73 3.19±0.40 1.28±0.25 1.07±0.32 1.55±0.23 t值 0.24 2.13 0.53 1.98 -2.05 P值 >0.05 ＜0.05 >0.05 ＜0.05 ＜0.05 独生子女 是 245 1.89±0.72 3.33±0.39 1.23±0.22 1.20±0.28 1.40±0.30 否 650 1.88±0.71 3.27±0.42 1.29±0.25 1.01±0.24 1.44±0.31 t值 0.02 0.67 -1.15 1.99 -0.53 P值 >0.05 >0.05 >0.05 ＜0.05 >0.05 学段 初中 545 1.97±0.84 3.33±0.47 1.26±0.24 1.23±0.50 1.35±0.49 高中 350 1.88±0.70 3.27±0.41 1.29±0.25 1.01±0.39 1.51±0.39 t值 0.74 0.81 -0.55 2.03 -2.02 P值 >0.05 >0.05 >0.05 ＜0.05 ＜0.05
下载: 导出CSV
表 3 留守青少年厌学、自悯与问题行为的相关系数(r值，n=895)
Table 3. Correlation analysis between learning weariness, self-compassion and problem behavior(r, n=895)
变量 厌学 自悯 问题行为 内化问题行为 自悯 -0.46 问题行为 0.37 -0.49 内化问题行为 0.35 -0.45 0.74 外化问题行为 0.30 -0.44 0.74 0.51 注：P值均＜0.01。
下载: 导出CSV
表 4 留守青少年厌学、自悯对问题行为的分层逐步回归分析(n=895)
Table 4. Hierarchical regression analysis of school weariness and self-compassion on problem behaviors of left behind adolescents(n=895)
层次 自变量 B值 β值 t值 R2值 △R2值 F值 1 性别 0.03 0.04 0.85 0.57 0.56 84.99** 是否独生 0.06 0.03 0.07 学段 -0.02 0.04 -0.04 厌学 0.14 0.33 7.84** 自悯 -0.36 -0.52 -12.32** 2 性别 0.03 0.03 0.78 0.59 0.58 76.67** 是否独生 0.04 0.05 1.41 学段 0.02 0.03 0.17 厌学 0.44 0.45 5.71** 自悯 -0.21 -0.31 -4.61** 厌学×自悯 -0.10 -0.22 -3.94** 注： **P＜0.01。
下载: 导出CSV
-
[1] 向伟, 肖汉仕, 王玉龙. 父母关爱缺乏与留守青少年自伤: 消极情绪的中介和学校联结的调节[J]. 中国特殊教育, 2019(7): 66-68. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201907011.htmXIANG W, XIAO H S, WANG Y L. Lack of parental care and self injury of left behind adolescents: mediation of negative emotions and regulation of school connection[J]. China Spec Educ, 2019(7): 66-68. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201907011.htm [2] 韩黎, 龙艳. 歧视知觉与留守儿童情绪和行为问题的关系: 一个有调节的中介模型[J]. 中国特殊教育, 2020(6): 62-67. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ202006009.htmHAN L, LONG Y. The relationship between perceived discrimination and left behind children's emotional and behavioral problems: a moderated mediation model[J]. Chin Spec Educ, 2020(6): 62-67. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ202006009.htm [3] 赵占锋, 刘广增, 李淑芬, 等. 青少年同伴侵害与问题行为的关系: 心理素质的中介和调节效应[J]. 西南大学学报(社会科学版), 2018, 44(5): 90-97. https://www.cnki.com.cn/Article/CJFDTOTAL-XBSW201805012.htmZHAO Z F, LIU G Z, LI S F, et al. The relationship between peer victimization and problem behavior in adolescents: mediating and moderating effects of psychological quality[J]. J Southwest Univ(Soc Sci Edit), 2018, 44(5): 90-97. https://www.cnki.com.cn/Article/CJFDTOTAL-XBSW201805012.htm [4] 赵玉芬. 初中生厌学量表编制及应用[J]. 上海教育科研, 2019(10): 27-30. https://www.cnki.com.cn/Article/CJFDTOTAL-SJYY201910007.htmZHAO Y F. Development and application of learning weariness scale for junior high school students[J]. Shanghai Educ Res, 2019(10): 27-30. https://www.cnki.com.cn/Article/CJFDTOTAL-SJYY201910007.htm [5] 任胜涛. 青少年厌学现象的成因及心理辅导机制构建[J]. 中国青年研究, 2016(4): 90-94. doi: 10.3969/j.issn.1002-9931.2016.04.014REN S T. Causes of teenagers' Weariness of learning and construction of psychological counseling mechanism[J]. Chin Youth Res, 2016(4): 90-94. doi: 10.3969/j.issn.1002-9931.2016.04.014 [6] 张莉, 薛香娟, 赵景欣. 歧视知觉, 抑郁和农村留守儿童的学业成绩: 纵向中介模型[J]. 心理科学, 2019, 42(3): 584-590. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201903011.htmZHANG L, XUE X J, ZHAO J X. Discrimination perception, depression and academic performance of rural left behind children: a longitudinal mediation model[J]. Psychol Sci, 2019, 42(3): 584-590. https://www.cnki.com.cn/Article/CJFDTOTAL-XLKX201903011.htm [7] 金国敏, 刘啸莳, 李丹. 何不宽以待己: 自悯的作用机制及干预[J]. 心理科学进展, 2020, 28(5): 824-832. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202005012.htmJIN G M, LIU X S, LI D. Why not treat yourself leniently: mechanism and intervention of self pity[J]. Prog Psychol Sci, 2020, 28(5): 824-832. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD202005012.htm [8] CHU X W, FAN C Y, LIU Q Q, et al. Cyberbullying victimization and symptoms of depression and anxiety among Chinese adolescents: Examining hopelessness as a mediator and self-compassion as a moderator[J]. Comput Human Behav, 2018, 86(SEP. ): 377-386. http://www.sciencedirect.com/science/article/pii/S0747563218302036 [9] 陈健, 燕良轼, 周丽华. 中文版自悯量表的信效度研究[J]. 中国心理卫生杂志, 2011, 19(6): 734-736. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201106007.htmCHEN J, YAN L S, ZHOU L H. Reliability and validity of Chinese version of self compossion scale[J]. Chin J Clin Psychol, 2011, 19(6): 734-736. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201106007.htm [10] GOODMAN R. Psychometvic of the strenghs and difficuties questionnaire[J]. J Am Acad Child Adoles Psych, 2001, 40(11): 1337-1345. doi: 10.1097/00004583-200111000-00015 [11] LEONA S A, STEPHEN G W. Multiple regression: testing and interpreting interactions-institute for Social and Economic Research (ISER)[J]. Evaluat Pract, 1991, 14(2): 167-168. [12] BELÉNMARTÍN, HK S. A mutual hostility explanation for the co-occurrence of delinquency and depressive mood in adolescence[J]. J Abnormal Child Psychol, 2017, 45(7): 1-14. http://www.ncbi.nlm.nih.gov/pubmed/27943065 [13] 王玉洁, 窦凯, 刘毅, 等. 青少年核心自我评价与内化问题行为的关系[J]. 中国学校卫生, 2015, 36(3): 368-371. http://www.cjsh.org.cn/article/id/zgxxws201503016WANG Y J, DOU K, LIU Y, et al. The relationship between adolescent core self-evaluation and internalized problem behavior[J]. Chin J Sch Health, 2015, 36(3): 368-371. http://www.cjsh.org.cn/article/id/zgxxws201503016 [14] 孙茜. 感知父母冲突与青少年问题行为: 认知评价的中介作用[D]. 济南: 山东大学, 2017.SUN X. Perceived parental conflict and adolescent problem behavior: the mediating role of cognitive evaluation[D]. Jinan: Shandong University, 2017. [15] 许琪. 父母外出对农村留守儿童学习成绩的影响[J]. 青年研究, 2018(6): 39-51. doi: 10.3969/j.issn.1002-9931.2018.06.006XU Q. The influence of parents' going out on the academic performance of rural left behind children[J]. Youth Res, 2018(6): 39-51. doi: 10.3969/j.issn.1002-9931.2018.06.006 [16] CHENG J, SUN Y H. Depression and anxiety among left-behind children in China: a systematic review[J]. Child Care Health Dev, 2015, 41(4): 515-523. doi: 10.1111/cch.12221 [17] GILBERT P, PROCTER S. Compassionate mind training for people with high shame and self-criticism: overview and pilot study of a group therapy approach[J]. Clin Psychol Psychoth, 2010, 13(6): 353-379. http://psycnet.apa.org/record/2007-01345-001 [18] 李菁菁, 窦凯, 聂衍刚. 亲子依恋与青少年外化问题行为: 情绪调节自我效能感的中介作用[J]. 中国临床心理学杂志, 2018, 26(6): 1168-1172. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201806025.htmLI J J, DOU K, NIE Y G. Parent child attachment and adolescent externalized problem behavior: the mediating role of emotion regulation self-efficacy[J]. Chin J Clin Psychol, 2018, 26(6): 1168-1172. https://www.cnki.com.cn/Article/CJFDTOTAL-ZLCY201806025.htm [19] 聂瑞虹, 周楠, 张宇驰, 等. 人际关系与高中生内外化问题的关系: 自尊的中介及性别的调节作用[J]. 心理发展与教育, 2017, 6(9): 708-718. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201706009.htmNIE R H, ZHOU N, ZHANG Y C, et al. The relationship between interpersonal relationship and internalization of high school students: the mediating role of self-esteem and the moderating role of gender[J]. Psychol Dev Educ, 2017, 6(9): 708-718. https://www.cnki.com.cn/Article/CJFDTOTAL-XLFZ201706009.htm [20] YUCEL D, DOWNEY D B. When quality trumps quantity: siblings and the development of peer relationships[J]. Child Indicat Res, 2015, 8(4): 845-865. doi: 10.1007/s12187-014-9276-0 [21] BAKKER A M, COX D W, HUBLEY A M, et al. Emotion regulation as a mediator of self-compassion and depressive symptoms in recurrent depression[J]. Mindfulness, 2019, 10(6): 1169-1180. doi: 10.1007/s12671-018-1072-3 [22] NEFF K D, RUDE S S, KIRKPATRICK K L. An examination of self-compassion in relation to positive psychological functioning and personality traits[J]. J Res Person, 2007, 41(4): 908-916. doi: 10.1016/j.jrp.2006.08.002 [23] 雷婷婷, 顾善萍, 蒋科星, 等. 社会排斥与流动儿童学校适应的关系: 坚毅的调节作用[J]. 中国特殊教育, 2019(11): 69-74. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201911012.htmLEI T T, GU S P, JIANG K X, et al. The relationship between social exclusion and school adjustment of migrant children: the moderating effect of perseverance[J]. Chin Spec Educ, 2019(11): 69-74. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201911012.htm [24] LEARY M R, TATE E B, ADAMS C E, et al. Self-compassion and reactions to unpleasant self-relevant events: the implications of treating oneself kindly[J]. J Person Soc Psychol, 2007, 92(5): 887-904. doi: 10.1037/0022-3514.92.5.887 [25] NEFF K D, HSIEH Y P, DEJITTERAT K. Self-compassion, achievement goals, and coping with academic failure[J]. Self Ident, 2005, 4(3): 263-287. doi: 10.1080/13576500444000317 [26] INWOOD E, FERRARI M. Mechanisms of change in the relationship between self-compassion, emotion regulation, and mental health: a systematic review[J]. Appl Psychol Health Well Bng, 2018, 10(2): 215-235. doi: 10.1111/aphw.12127 -
点击查看大图
表(4)
计量
- 文章访问数: 774
- HTML全文浏览量: 415
- PDF下载量: 81
- 被引次数: 0
