CAJ | 학술논문

目的探讨生活满意度在农村地区中小学生不同住宿类型与孤独感中的调节/中介效应,为农村中小学生心理卫生问题干预提供理论参考.方法以农村中小学生为调查对象,采取现况研究设计,应用现场匿名问卷调查法收集资料,内容包括一般健康情况、儿童孤独量表、多维青少年生活满意度问卷.结果住校生的孤独感评分(35.0±9.5)明显高于住家生(33.1±10.1)(P=0.000),而住校生的学校满意度(33.5±6.3)、朋友满意度(42.1±6.2)、自我满意度(32.4±5.0)评分明显低于住家生(分别为35.9±6.6、42.9±6.6、32.9±5.3)(P<0.01、P<0.01、P<0.05);住宿类型与孤独感评分的关系完全被学校满意度中介[孤独感的标准回归系数从0.043(P<0.05)降低到0.021(P>0.05)],部分被朋友满意度和自我满意度中介.调节效应分析发现,朋友满意度、自我满意度、学校满意度对寄宿制学校与孤独感评分关系的调节效应均无统计学意义.结论住宿类型和生活满意度对巾小学生孤独感有良好的预测作用,学校满意度在住宿类型与孤独感中完全中介效应显著,对中小学生孤独感的干预可从这些方面着手.
목적 탐토생활만의도재농촌지구중소학생불동주숙류형여고독감중적조절/중개효응,위농촌중소학생심리위생문제간예제공이론삼고.방법 이농촌중소학생위조사대상,채취현황연구설계,응용현장닉명문권조사법수집자료,내용포괄일반건강정황、인동고독량표、다유청소년생활만의도문권.결과 주교생적고독감평분(35.0±9.5)명현고우주가생(33.1±10.1)(P=0.000),이주교생적학교만의도(33.5±6.3)、붕우만의도(42.1±6.2)、자아만의도(32.4±5.0)평분명현저우주가생(분별위35.9±6.6、42.9±6.6、32.9±5.3)(P<0.01、P<0.01、P<0.05);주숙류형여고독감평분적관계완전피학교만의도중개[고독감적표준회귀계수종0.043(P<0.05)강저도0.021(P>0.05)],부분피붕우만의도화자아만의도중개.조절효응분석발현,붕우만의도、자아만의도、학교만의도대기숙제학교여고독감평분관계적조절효응균무통계학의의.결론 주숙류형화생활만의도대건소학생고독감유량호적예측작용,학교만의도재주숙류형여고독감중완전중개효응현저,대중소학생고독감적간예가종저사방면착수.
Objective To examine life satisfaction as a moderator or mediator of accommodation category and loneliness for elementary and middle school students in rural areas so as to provide evidence for psychological health intervention among said students. Methods All participants were asked to complete an anonymous questionnaire battery which including an 18-item General Health Questionnaire, Children' s Loneliness Scale and Multidimensional Students' Life Satisfaction. Results The average score of loneliness scale (35.0±9.5) among boarding-school students was significantly higher than those students living at home (33.1±10.1 ) (P<0.01). The average scores on school-satisfaction (33.5±6.3), friend-satisfaction (42.1±6.2) and self-satisfaction (32.4±5.0) of boarding-school students were significantly higher than those students living at home (35.9±6.6, 42.9±6.6,32.9±5.3 ) ( P< 0.05 ). The association between accommodation category and loneliness was fully mediated by school-satisfaction (the standardized coefficients of loneliness was reduced from 0.043 (P<0.05) to 0.021 (P>0.05) and partly mediated by self-satisfaction and friend-satisfaction. Data through Moderation analyses indicated that self-satisfaction, school-satisfaction and friend-satisfaction did not serve as moderators. Conclusion Accommodation category, life satisfaction seemed to be good predictors on loneliness among elementary and middle school students and the fully mediated effect of school-satisfaction between accommodation category and loneliness was significant, suggesting that intervention of loneliness should focus on these variables.