目的 分析比较吉林省留守学生前瞻适应及心理韧性现状,探讨留守学生前瞻适应的影响因素及两者的关系,为制定留守学生心理干预、促进留守学生身心健康提供依据。方法 采用青少年前瞻适应量表和心理韧性量表,对吉林省四县市1 483名中学生进行问卷调查。结果 留守学生占调查对象的55.6%;留守学生前瞻适应得分为(58.80±6.51)分,心理韧性得分为(99.59±17.65)分,前瞻适应与心理韧性处于中等以上水平;留守与非留守学生的前瞻适应与心理韧性差异无统计学意义(P>0.05);影响留守学生前瞻适应的因素有居住地、父母学历、父母外出类型、亲子联系频率、监护人类型、监护人学历、亲子关系、师生关系、同伴关系、学习成绩;留守学生前瞻性适应总分与心理韧性总分呈显著性正相关(r=0.506,P＜0.01);留守学生学习前瞻与心理韧性(r=0.494)、发展前瞻与心理韧性(r=0.432)均呈显著正相关(P均<0.01)。 结论 要从积极心理学视角出发,注重培养留守儿童的心理韧性,提高他们应对各种生活应激的能力,从而促进留守学生身心健康,更好地适应和发展。

Objectives To compare the perspective adaptation and resilience of the left-behind students and non left-behind students.Analyze the influencing the factors and investigate the relationship between perspective adaptation and resilience about the left-behind students,in order to provide some effective references in promoting the physical and mental health of left-behind students. 【Method】 1 483 students who were in junior high schools in four cities of Jilin province were investigated by using the Adolescents Prospective Adaptation and Resilience questionnaires.Results Left-behind students accounted for 55.6% of the survey;Left-behind students prospective adaptation score was 58.80±6.51;and the psychological resilience was 99.59±17.65;the perspective adaptation and resilience of the left-behind students was in the above medium level;there was no signification in the perspective adaptation and resilience between the left-behind students and non left-behind students;the factors which influence the perspective adaptation of the left-behind students were residence,the educational background of parents,the type of parents' being out,the frequency contacted between parents and children,guardians' type,educational background of guardians,parent-child relationships,teacher-student relationships,fellowship,learning achievement; the total scores between the perspective adaptation of the left-behind students and its psychological resilience were positively correlated with resilience(r=0.506,P＜0.01).the study prospective and psychological resilience of the left-behind students (r=0.494) was the same as development perspective and psychological resilience of the left-behind students(r=0.432),they all almost had significant positive correlations(P all<0.01). Conclusion We should start from the perspective in positive psychology and focus on training their residence to improve their ability to cope with all kinds of life pressure,and to promote the physical and mental health of the left-behind students for better adaptation and development.