CAJ | 학술논문

文章使用自编积极心理品质问卷、青少年亲社会倾向量表和儿童长处和困难问卷，抽取安顺市6所学校4－6年级学生，通过与一般儿童的比较，梳理留守儿童的积极心理品质。研究发现，留守儿童中主动帮助他人、主动求助、经常帮助做家务的人数比例高于一般儿童。除了在同伴交往方面留守儿童得分高于一般儿童，在亲社会行为和情绪行为问题各因子上，留守儿童与一般儿童均没有差别。结果表明，尽管留守儿童“亲情缺失”，但他们并没有表现出较多的心理行为问题。最后提出促进留守儿童积极心理品质发展的教育建议。
문장사용자편적겁심리품질문권、청소년친사회경향량표화인동장처화곤난문권，추취안순시6소학교4－6년급학생，통과여일반인동적비교，소리류수인동적적겁심리품질。연구발현，류수인동중주동방조타인、주동구조、경상방조주가무적인수비례고우일반인동。제료재동반교왕방면류수인동득분고우일반인동，재친사회행위화정서행위문제각인자상，류수인동여일반인동균몰유차별。결과표명，진관류수인동“친정결실”，단타문병몰유표현출교다적심리행위문제。최후제출촉진류수인동적겁심리품질발전적교육건의。
This research used the self-made questionnaire of positive qualities, youth pro-social tendency scale and the strengths and difficulties questionnaire to survey students of 4-6grade selected from 6 schools in Anshun. The study found that the ratio of left-behind children in the initiative to help others, take the initiative to help and often help do housework are higher than the nor ‐mal children. In peer interaction issues left-behind children scored higher than normal children. But there was no different in the factors of pro-social behavior and emotional behavior problems. Results show that although the left-behind children “lack of paren‐tal”, but they didn’t show the more psychological behavior problems. Finally put forward to promote the development of left-be‐hind children’positive psychological quality education.