留守儿童父母教养投入与学校适应的关系：逆境 信念的中介作用

1、留守儿童父母教养投入与学校适应的关系：逆境信念的中介作用摘要最近几年,留守儿童引起了国内社会的广泛关注，主要是由于在社会不断发展的过程中，留守儿童的整体人数规模在持续增长，与之相关的问题受到热烈讨论，社会各界也对留守儿童的发展展开了深入的研究。目前有研究证实，在持续的亲情缺失条件下，留守儿童经常会体现出适应不良的现象（He etal., 2012; Valtolina & Colombo, 2012）；留守环境会导致儿童在心理层面、行为角度还有社交过程中反映出大量比较严重的问题（如，杨通华, 魏杰等，2016；周宗奎， 孙晓军，2005），这在一定程度上证实了留守儿童适应不良的现象。在当前情况下，就中小学层次的留守儿童来讲，学校是家庭之外最关键的进行学习以及成长的环境，在充分适应学校环境的情况下，留守儿童的身心发展也相对健康，在后续接触社会的过程中，可以体现出更好的适应能力，这也是进一步深造的前提保障（曹述蓉等，2004），基于此，留守儿童在学校的适应能力引起了社会相关领域的深入研究和探讨。但经过对过去留守儿童学校适应的相关结论展开的分析，目前研究一般从缺陷的层面来分析具体的影响因素，

2、在正向变量层面展开的讨论相对较少，同时留守儿童和父母分离属于常态现象，但在研究过程中，很多学者并没有明确关注留守儿童父母有关的变量，尤其是父母教养投入这个重要的因素，这是评估父母在孩子成长环节，从认知以及行为层面的投入，这和儿童的发展存在一定的联系，更是成长过程中的重要影响因素，却持续被忽视（Lamb,Pleck,&Levine,1985; Pleck & Masciadrelli, 2004）。其次，和留守儿童个体心理资源相关的研究一般倾向于自尊与节奏和谐程度等不同常规变量。最近几年，逆境信念属于非常关键的个体心理资源，已经引起了研究领域的广泛关注。这是充分彰显国内特色的价值观，目前有结论证实，逆境信念是提高弱势儿童群体适应能力的关键影响因素，不过就该课题的后续研究，国内还不够深入。所以，就留守儿童这一典型的弱势群体来讲，持续被忽视的外部影响因素主要是：“父母教养投入”、最近几年个体资源全新分析重点、个体内部关键保障要素：“逆境信念”，又是怎样和留守儿童的学校适应产生关联的？我们在内部和外部两个层面切入，对三方的相关性展开分析，以此明确作用机制，给后续留守儿童发展的实践带来可供参考的

3、理论基础。本文主要使用取样法，选择湖南省范围内醴陵市处在小学阶段以及初中层面的留守儿童作为样本，回收的问卷数量达到了547份。由男生填写的问卷为303份，在整体中的权重为55.4%，女生为224份，权重是44.6%。主要考查的包括父母教养投入情况，学校适应能力和逆境训练，同时借助SPSS10.0软件对相关结果展开数据研究，以此得到结论：(1)就相关研究的结论而言，留守儿童在父母教养投入上的内容，以及逆境信念跟社会适应能力，还有在学校适应层面的相关消极信息，任选两个内容，都具备一定程度的相关性。而其中父母教养投入和留守儿童的社会能力存在比较典型的正相关联系，同时在和学校层面的消极信息对比之下，又体现出负相关的联系；父母教养投入跟逆境信念正相关；另外，结论还表明逆境信念和社会能力符合正相关的要求，同时还和反社会行为达到负相关的条件。(2)父母教养投入借助逆境信念里的中介功能对相关儿童的学校适应能力起到非常关键的作用；其次，逆境信念对于相关儿童母亲教养投入以及学校适应而言，具有一定程度的中介功能；逆境信念对于父亲教养投入以及学校适应而言，也呈现出一定程度的中介功能；但是对于父亲教养投入以及不

4、良学校适应而言，则呈现出非常显著的中介功能。关键词：留守儿童，父母教养投入，逆境信念，学校适应，社会能力，反社会行为THE RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT AND SCHOOL ADAPTATION OF LEFT-BEHIND CHILDREN:THE MEDIATING ROLE OF ADVERSITY BELIEF ABSTRACTIn recent years, left-behind children have attracted widespread attention of the domestic society, mainly because in the process of continuous social development, the overall number of left-behind children is growing, and related issues have been heatedly discussed, and the development of left-behind c

5、hildren has also been studied in depth by all sectors of society. Current studies have confirmed that, under the condition of continuous family absence, left-behind children often show maladjustment (He et al., 2012; Valtolina & Colombo, 2012); left-behind environment can lead to a large number of serious problems in childrens psychological, behavioral and social processes (e.g., Yang Tonghua, Wei Jie, 2016; Zhou Zongkui, Sun Xiaojun, 2005). This proves to some extent the maladjustment of Left-b

6、ehind children. In the current situation, as far as the left-behind children at the primary and secondary levels are concerned, school is the most critical environment for learning and growth outside the family. Under the circumstances of fully adapting to the school environment, the left-behind childrens physical and mental development is relatively healthy. In the process of subsequent contact with society, they can reflect better adaptability, which is also the prerequisite guarantee for furt

7、her study (Cao Shurong, etc.). Based on this, the adaptability of left-behind children in schools has aroused in-depth research and discussion in relevant social fields.However, through the analysis of the relevant conclusions on the school adaptation of left-behind children in the past, current studies generally analyze the specific influencing factors from the defective level. There are relatively few discussions on the positive variable level. At the same time, the separation of left-behind c

8、hildren and parents is a normal phenomenon. However, in the process of research, many scholars have not paid clear attention to the variables related to left-behind childrens parents, especially the variables related to left-behind childrens parents. It is an important factor for parents to invest in upbringing, which is to evaluate parentsinvestment in childrens growth, from the cognitive and behavioral level. It has a certain relationship with childrens development, and it is also an important

9、 factor in the process of growth, but continues to be neglected (Lamb, Pleck, & Levine, 1985; Pleck & Masciadrelli, 2004). Secondly, the research related to the individual psychological resources of left-behind children tends to focus on different conventional variables such as self-esteem and rhythm harmony. In recent years, adversity belief is a very critical individual psychological resource, which has attracted extensive attention in the field of research. This is a value that fully demonstrates the characteristics of our country. At present, the conclusion confirms that adversity belief is the key factor to improve the adaptability of vulnerable children. However, the follow-up study on this topic is not deep enough in our country. Therefore, as far as the typical vulnerable group of left-behind children is concerned, the external factors that continue to be neglected are mainly parental upbringing input, the new analysis focus of ind

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