HKIER

摘要

本研究比較了農村留守學童與農村普通學童在同伴和師生關係上的不和諧程度，以及他們的心理健康水平；同時，亦考察了親子分離與聯繫對留守學童心理和行為健康的影響機制。參加問卷調查的有266名農村五年級學童（171名留守學童與95名普通學童）。結果表明，親子分離對留守學童師生關係的不和諧程度、抑鬱及焦慮水平有直接影響。親子聯繫頻率能緩和師生的不和諧關係，間接改善留守學童的抑鬱與焦慮水平。

Abstract

The present study compared peer and teacher-student relationships as well as the levels of mental health between Chinese rural children who were left behind by migrating parents and those whose parents did not migrate. The relations of parent-child separation and contacts with left-behind children’s mental and behavioral health were also examined. A total of 266 fifth graders (171 left-behind children) participated in the study. Results showed that left-behind children demonstrated less harmonious teacher-student relationship and more depression and anxiety symptoms than common children. Parent-child separation had direct negative effects on left-behind children’s relationships with teachers, depression and anxiety symptoms. Parent-child contacts helped to relieve left-behind children’s depression and anxiety symptoms indirectly through its effects on reducing the disharmony of left-behind children’s relationships with teachers. Implications of the results were discussed.