【作者】 张杰；

【导师】 沈烈敏；

【作者基本信息】 华东师范大学 ， 应用心理学， 2009， 硕士

【副题名】以安徽凤阳县为例

【摘要】 留守学生问题近年来得到学术界和新闻界等各方面的关注,已有研究中学者普遍认为留守学生学业成绩不良,但对其产生原因主要是从家庭环境角度进行分析,从学生的内在心理特点如心理健康、自尊、人际交往、学习动机角度的研究很少。留守学生群体中的初中生正处于从少年期向青年期的发展阶段,是从幼稚走向成熟的一个过渡时期,其生理和心理处于急剧变化的状态,心理特点很不稳定,因此更容易出现心理和行为问题。本研究根据当前留守初中生存在的实际问题和已有研究中的不足,采用心理症状自评量表(SCL-90)、自尊量表(SES)、人际关系量表、学习动机诊断性测验(MAAT)对安徽省凤阳县五所农村初级中学279名留守学生和198名非留守学生进行了调查,旨在探讨农村留守初中生的学业成绩与心理健康、自尊、人际交往、学习动机的现状及其相互关系。研究结果如下:(1)农村留守初中生学业成绩与非留守初中生相比较差。留守初中生学业成绩在性别上无显著差异,在年级上差异显著,初三年级留守生学业成绩状况最好,初二年级留守生学业成绩状况最差。(2)农村留守初中生心理健康水平显著低于非留守初中生。留守初中生心理健康状况不存在性别和年级差异,但留守女生在强迫、焦虑、恐怖等心理症状表现上明显多于男生,其心理健康整体状况不如男生;初三年级留守生心理健康水平最好,初二年级留守生心理健康状况最差。(3)农村留守初中生自尊程度显著低于非留守初中生。留守初中生自尊程度不存在性别差异,但在年级差异上显著。留守女生自尊程度略低于留守男生,初三年级留守生自尊水平最高,初二年级留守生自尊程度最低。(4)农村留守初中生人际关系困扰显著多于非留守初中生。留守初中生人际关系不存在性别差异,但在年级差异上显著。留守女生人际关系状况略好于留守男生,初一年级留守生人际关系最好,初二年级留守生人际关系最差。(5)农村留守初中生学习动机明显弱于非留守初中生。留守初中生学习动机在运动场面和促进紧张维度方面存在性别差异,在知识学习场面、技能场面、社会生活场面、失败回避、自己责任性、要求水准维度上均无性别差异;除自己责任性的维度外,其他各维度的动机强度均是留守女生略高于留守男生。不同年级留守初中生在失败回避和要求水准上差异显著。在其他维度上不存在显著差异。初一年级留守生在要求水准方面的学习动机较强,在技能场面、促进紧张方面的学习动机最弱;初二年级留守生在知识学习场面、技能场面、促进紧张方面的学习动机最强,在运动场面、社会生活场面、失败回避、自己责任性、要求水准方面的学习动机最弱;初三年级留守生在运动场面、社会生活场面、失败回避、自己责任性方面的学习动机最强,在知识学习场面的学习动机最弱。(6)农村留守初中生学业成绩与心理症状中躯体化、强迫、人际敏感、抑郁、焦虑、恐怖呈显著负相关,与敌对、偏执、精神病性没有显著相关。农村留守初中生学业成绩与自尊程度、人际关系呈显著正相关。农村留守初中生学业成绩与知识学习场面、技能场面、社会生活场面、促进紧张、自己责任性、要求水准呈显著正相关,与失败回避呈显著负相关,与运动场面没有显著相关。(7)心理健康中的人际敏感维度和学习动机中的知识学习场面、技能场面、社会生活场面、失败回避维度直接影响农村留守初中生的学业成绩。(8)自尊通过学习动机的知识学习场面对学业成绩有积极影响;人际关系通过社会生活场面对学业成绩有积极影响。更多还原

【Abstract】 The problems of left-behind students have gained concern from the academia and press in recent years. In existing research, scholars generally agreed poor performance of left-behind students. But they took research on the reason mainly from the point of family environment, seldom from the point of student’s inner psychological characteristics such as mental health, self-esteem, interpersonal relations, and learning motivation. The left-behind junior high school students are during the age from teenager to adolescent. It is a transitional period from immature to maturity, during which students experience rapid physical and psychological change. They have highly unstable psychological characteristics and more prone to psychological and behavioral problems.Based on the current practical problems of left-behind students and deficiency of present study, by using psychological symptom checklist (SCL-90), Self-Esteem Scale (SES), interpersonal scale, learning motivation diagnostic test (MAAT), this study took research on 279 left-behind and 198 normal rural junior high school students of Fengyang county, Anhui Province. This paper intends to study the relationship between academic achievement of rural left-behind students and the status of their mental health, self-esteem, interpersonal relations, and learning motivation. The results are as follows:(1) The academic achievement of rural left-behind students is comparatively poor than other students. There is no significant difference in gender, but in grade. The third grade left-behind students perform the best, while the second grade the worst.(2) Mental health of rural left-behind junior high school students is significantly lower than other students. There is no difference between sex and grade in mental health status. But left-behind girls have much more psychological symptoms like force, anxiety, terror than boys. The overall state of their mental health is poor than boys. The third grade students are in the best mental health status, while the second grade in the worst.(3) Self-esteem of rural left-behind junior high school students is significantly lower than other students. There is no difference in gender, but in grade. The self-esteem of left-behind girls is slightly lower than boys. The third grade students are in the highest levels of self-esteem, while the second grade in the lowest.(4) Rural left-behind junior high school students have more interpersonal difficulties than other students. There is no significant difference in gender, but in grade. Interpersonal situation of left-behind girls is slightly better than boys. The first grade students have the best interpersonal relation, while the second grade the worst.(5) Learning motivation of rural left-behind junior high school students is significantly weaker than other students. There is gender difference in the sports scene and the promotion of tension in dimensions. There is no gender difference in academic study, skill, social interactions, failure avoidance, self reliance, and request standard. Except self reliance, strength of the other motivation dimensions for left-behind girls is slightly higher than the boys. There is significant difference in failure avoidance and standards of requirement for left-behind students of different grades. The first grade left- behind students have relatively stronger motivation in learning, but weaker in aspects of self promoting anxiety and are. The second grade left- behind students have strongest learning motivation in academic study, skill scene, and self promoting anxiety, but weakest in aspects of sports scene, Social interactions, failure avoidance, self reliance, and standard of request. The third grade left-behind students have strongest learning motivation in sports scene, Social interactions , skill scene, failure avoidance and self reliance,, but weakest in academic study.(6) The academic performance of rural left-behind junior high school students is significantly related to psychological symptoms including somatization, compulsion, interpersonal sensitivity, depression, anxiety, and terror, but not significantly related to hostility, paranoia, and psychosis. The academic performance of rural left-behind junior high school students is significantly and positively related to self-esteem and interpersonal relation. The academic performance of rural left-behind junior high school students is significantly and positively related to academic study, skill scene, social interactions, self promoting anxiety, self reliance, standard of request, and negatively related to failure avoidance, but not significantly related to sports scene.(7) Interpersonal sensitivity of mental health and academic study, are, social interactions, failure avoidance of learning motivation directly affected the academic performance of rural left-behind junior high school students.(8) Self-esteem and interpersonal relation have positive impact on academic achievement respectively through academic study of learning motivation, and social interactions.更多还原