价值工程
價值工程
개치공정
VALUE ENGINEERING
2015年
6期
297-297,298
,共2页
留守儿童%自尊%社会支持%学业成绩
留守兒童%自尊%社會支持%學業成績
류수인동%자존%사회지지%학업성적
the left-home children%self-esteem%social support%academic achievement
目的：分析留守儿童自尊、社会支持和学业成绩的关系。方法：采用自尊量表、领悟社会支持量表和学业成绩量表对275名留守儿童进行调查。结果：留守儿童自尊和社会支持得分男生均显著高于女生；留守儿童自尊、社会支持和学业成绩均显著正相关。结论：自尊和社会支持是留守儿童学业成绩的促进性因素。
目的：分析留守兒童自尊、社會支持和學業成績的關繫。方法：採用自尊量錶、領悟社會支持量錶和學業成績量錶對275名留守兒童進行調查。結果：留守兒童自尊和社會支持得分男生均顯著高于女生；留守兒童自尊、社會支持和學業成績均顯著正相關。結論：自尊和社會支持是留守兒童學業成績的促進性因素。
목적：분석류수인동자존、사회지지화학업성적적관계。방법：채용자존량표、령오사회지지량표화학업성적량표대275명류수인동진행조사。결과：류수인동자존화사회지지득분남생균현저고우녀생；류수인동자존、사회지지화학업성적균현저정상관。결론：자존화사회지지시류수인동학업성적적촉진성인소。
Objective: To explore the relationship among self-esteem, social support and academic achievement of the left-home children. Method: Self-esteem scale, social support scale and academic achievement styles scale were used on 275 left-home children. Results: As for left-home children, boys' scores are significantly higher than girls' in self-esteem and social support, there is a significantly positive correlation in self-esteem, social support and academic achievement among the left-home children. Conclusion: Self-esteem and social support are the promotive factors in left-home children's academic achievement.
