上海交通大学学报（医学版）

上海交通大学学报（医学版）

• 论著（卫生事业管理） • 上一篇    下一篇

三峡库区云阳县农村留守中学生心理弹性影响因素结构方程模型分析

郭 雪，刘 琴，张 帆，黄 轲，汪 洋   

  1. 重庆医科大学  公共卫生与管理学院， 重庆 400016
  • 出版日期:2014-05-28 发布日期:2014-05-30
  • 通讯作者: 刘 琴, 电子信箱: liuqin81622@163.com。
  • 作者简介:郭 雪（1989—）， 女， 硕士生; 电子信箱: 545571339@qq.com。
  • 基金资助:

    重庆市教委科学技术研究项目（KJ120309）

Analysis of influence factors of resilience of left-behind middle school students in Yunyang County of Three Gorges Reservoir Area by structural equation model

GUO Xue, LIU Qin, ZHANG Fan, HUANG Ke, WANG Yang   

  1. School of Public Health and Management, Chongqing Medical University, Chongqing 400016, China
  • Online:2014-05-28 Published:2014-05-30
  • Supported by:

    Science and Technology Research Project of Chongqing Education Committee, KJ120309

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摘要：

目的 建立结构方程模型，探讨三峡库区云阳县农村留守中学生的心理弹性影响因素。方法 采用青少年发展与心理弹性量表（RYDM）和自编的社会人口学问卷对三峡库区云阳县的1 049名留守中学生进行调查，并利用结构方程模型进行统计分析。结果 最终结构模型的拟合指数显示模型的拟合优度效果较好，所有的路径系数及其他参数估计差异均有统计学意义。留守中学生心理弹性影响因素分为外部保护因素和内部保护因素，前者受到父母外出打工情况（β=0.024，P=0.024）和内部保护因素（β=1.136，P=0.000）的直接影响；后者受到年级（β=－0.080，P=0.000）、对父母外出打工的态度（β=－0.034，P=0.003）以及是否担心父母在外打工会出事（β=0.050，P=0.000）的直接影响；而走读情况间接作用于心理弹性外部及内部保护因素。结论 三峡库区留守中学生心理弹性受到来自外部和内部多方面因素的影响，因此需要家庭、学校以及学生自身情况有机结合起来，促进留守中学生良好适应。

关键词: 留守中学生, 心理弹性, 影响因素, 结构方程模型

Abstract:

Objective To establish the structural equation model and explore the influence factors of resilience of left-behind middle school students in Yunyang County of the Three Gorges Reservoir Area. Methods The resilience and youth development module (RYDM) scale was used and the social demographic questionnaire was prepared to investigate 1049 left-behind middle school students in Yunyang County of the three gorges reservoir area. The statistical analysis was carried out by the structural equation model. Results The fitting index of the final structural model showed that the fitness was good and the estimation differences of all path coefficients and other parameters were statistically significant. The influence factors of resilience of left-behind middle school students were divided into external protective factors and internal protective factors. The former factors were influenced by parents who did not work at local area (β=0.024, P=0.024) and internal protective factors (β=1.136, P=0.000). The latter factors were directly influenced by the grade (β=－0.080, P=0.000), students' attitude towards parents who did not work at local area (β=－0.034, P=0.003), and whether students would worry about the safety of their parents (β=0.050, P=0.000). The external protective factors and internal protective factors of resilience were indirectly influenced by whether students were day students or not. Conclusion The resilience of left-behind middle school students in the three gorges reservoir area is influenced by many external and internal factors. Thus it is necessary to integrate individual conditions of families, schools, and students to promote the adaptation of left-behind middle school students.

Key words: left-behind middle school students, resilience, influence factors, structural equation model