重庆文理学院学报（社会科学版）
重慶文理學院學報（社會科學版）
중경문이학원학보（사회과학판）
JOURNAL OF CHONGQING UNIVERSITY OF ARTS AND SCIENCES(SOCIAL SCIENCES EDITION)
2014年
4期
148-152
,共5页
留守儿童%社会支持%“留守儿童之家”
留守兒童%社會支持%“留守兒童之傢”
류수인동%사회지지%“류수인동지가”
left-behind children%social support%left-behind children’s home
通过两个研究，调查留守儿童的社会支持现状，并探究“留守儿童之家”对留守儿童社会支持的影响。研究一对留守儿童和非留守儿童实施“社会支持评定量表”测验，发现留守儿童在主观支持和支持利用维度上显著低于非留守儿童，在客观支持维度上差异不显著。研究二选取两组留守儿童，并实施“社会支持评定量表”前测。第一组参加“留守儿童之家”活动；第二组不参加。12个月后，对参加留守儿童、对照留守儿童实施后测，并对同年级非留守儿童施测，对各项指标进行协方差分析。结果显示，参加组留守儿童的客观支持与对照组没有显著差异，而主观支持和支持利用显著高于对照组。参加组留守儿童与非留守儿童在社会支持各维度上没有显著不同。“留守儿童之家”提升了留守儿童的社会支持水平，对留守儿童身心健康有积极的作用。
通過兩箇研究，調查留守兒童的社會支持現狀，併探究“留守兒童之傢”對留守兒童社會支持的影響。研究一對留守兒童和非留守兒童實施“社會支持評定量錶”測驗，髮現留守兒童在主觀支持和支持利用維度上顯著低于非留守兒童，在客觀支持維度上差異不顯著。研究二選取兩組留守兒童，併實施“社會支持評定量錶”前測。第一組參加“留守兒童之傢”活動；第二組不參加。12箇月後，對參加留守兒童、對照留守兒童實施後測，併對同年級非留守兒童施測，對各項指標進行協方差分析。結果顯示，參加組留守兒童的客觀支持與對照組沒有顯著差異，而主觀支持和支持利用顯著高于對照組。參加組留守兒童與非留守兒童在社會支持各維度上沒有顯著不同。“留守兒童之傢”提升瞭留守兒童的社會支持水平，對留守兒童身心健康有積極的作用。
통과량개연구，조사류수인동적사회지지현상，병탐구“류수인동지가”대류수인동사회지지적영향。연구일대류수인동화비류수인동실시“사회지지평정량표”측험，발현류수인동재주관지지화지지이용유도상현저저우비류수인동，재객관지지유도상차이불현저。연구이선취량조류수인동，병실시“사회지지평정량표”전측。제일조삼가“류수인동지가”활동；제이조불삼가。12개월후，대삼가류수인동、대조류수인동실시후측，병대동년급비류수인동시측，대각항지표진행협방차분석。결과현시，삼가조류수인동적객관지지여대조조몰유현저차이，이주관지지화지지이용현저고우대조조。삼가조류수인동여비류수인동재사회지지각유도상몰유현저불동。“류수인동지가”제승료류수인동적사회지지수평，대류수인동신심건강유적겁적작용。
Through two researches, the social support status of left-behind children was investigated and the impact of the project of left-behind children’ home on the social support of left-behind children was studied. In the first research, a pair of left-behind children and non-left-behind children were tested by the “Social Support Assess Questionnaire”, it was found that left-behind children in the subjective support and its using dimension were significantly lower than non-left-behind children, while in the objective support the differences were not obvious. In the second research, two group of left-behind children were selected, and they were pre-tested by the “Social Support Assess Questionnaire”. Then the first group participated in the activities of ‘left-behind children’ home, and the second group didn’t participated in the activities. 12 months later, all the left-behind children participated in the test of “Social Support Assess Questionnaire”. The results show that the first group in the objective support is not different from the second group, while in the subjective support and the using is significantly higher than the second group. The social support dimension of the two group is no difference. The experimental research had shown that left-behind children’s home is effective in promoting the left-behind children’s social support, and also is positive to the physical and mental health of leftbehind children.
