目的 了解喀什农村地区维吾尔族留守中小学生心理韧性和青春期发育知信行状况以及两者间的关系,为喀什农村地区维吾尔族留守中小学生身心健康干预和良好发展提供参考和借鉴。方法 以班级为抽样最小单位,采用分层随机整群抽样的方法,对喀什农村地区的1 864名中小学生进行心理韧性和青春期发育知信行的问卷调查,并采用t检验、Pearson相关分析、多重线性回归分析等方法对结果进行统计分析。结果 喀什农村地区维吾尔族留守中小学生青春期发育知信行的知识维度平均得分为(45.63±18.76)分、态度维度得分为(66.43±8.23)分、行为维度得分为(82.36±8.54)分;心理韧性得分为(87.65±11.86)分。在控制混杂因素后的多重线性回归分析显示,心理韧性的目标专注维度(β=0.12)、积极认知维度(β=0.09)、情绪控制维度(β=0.08)、家庭支持维度(β＝0.06)、人际协助维度(β=0.09)、心理韧性总分(β＝0.42)对青春期发育知信行均起到显著正向预测作用(P＜0.01)。结论 维吾尔族留守中小学生心理韧性与青春期发育知信行存在正相关,家庭、学校和社会应进一步重视喀什农村地区维吾尔族留守中小学生健康教育工作。
Abstract
Objective To understand the psychological resilience and knowledge, beliefs and behaviors of Uyghur left-behind primary and secondary school students in rural Kashgar and the relationship between the two, so as to provide reference for the physical and mental health intervention and good development of left-behind students. Methods Taking the class as the smallest sampling unit,a stratified random cluster sampling method was used to select 1 864 primary and middle school students in rural areas of Kashgar.Psychological toughness,knowledge,belief and behavior regarding adolescence of students were investigated.T-test, Pearson correlation analysis and multiple linear regression analysis were used to analyze data. Results The average score of knowledge, belief and behavior regarding adolescence of Uyghur left-behind primary and middle school students in Kashgar rural area was 45.63±18.76, 66.43±8.23, and 82.36±8.54,respectively.And the average score of mental resilience was 87.65±11.86. The multiple linear regression analysis after controlling for confounding factors showed that the target focus dimension of mental resilience (β=0.12), the positive cognitive dimension (β=0.09), the emotional control dimension (β=0.08), and the family support dimension ( β=0.06), the interpersonal assistance dimension (β=0.09), and the total score of mental resilience (β=0.42) all had significantly positive predictive effect on knowledge, belief and behavior (P<0.01). Conclusions The psychological resilience of Uyghur left-behind primary and secondary school students is positively correlated with knowledge, belief and behavior. Families, schools and society should pay more attention to health education for Uyghur left-behind primary and secondary school students in rural Kashgar.
关键词
农村地区 /
留守儿童 /
心理健康 /
心理韧性
Key words
rural areas /
left behind children /
mental health /
psychological toughness
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