摘要
留守听障学生作为留守儿童中的特殊亚群体,是同伴欺凌与抑郁的高发人群。为探讨同伴欺凌与抑郁的关系以及核心自我评价与社交焦虑的作用,采用问卷法对596名留守听障学生进行了调研。结果发现:(1)留守听障学生同伴欺凌、社交焦虑以及抑郁均处于较低水平,核心自我评价处于中等偏上水平;(2)留守听障学生同伴欺凌与抑郁、社交焦虑呈显著正相关,而与核心自我评价呈显著负相关,社交焦虑与核心自我评价呈显著负相关、与抑郁呈显著正相关,核心自我评价与抑郁呈显著负相关;(3)留守听障学生核心自我评价、社交焦虑在同伴欺凌与抑郁的关系之间存在三条中介路径,分别是核心自我评价、社交焦虑的简单中介路径、核心自我评价与社交焦虑的链式中介路径。基于此,社会各界应为留守听障学生营造一个良好的社会交往环境,保护他们免遭同伴欺凌,同时完善社会支持网络保障体系,为留守听障学生提供系统服务。
Left-behind hearing impaired students,as a special subgroup of left-behind children,are at higher risks of peer bullying and depression.To explore the relationship between peer bullying and depression,and the mediating role of core self-evaluation and social anxiety,a study was conducted on 596 left-behind hearing impaired students by using a questionnaire method.The results showed that:(1)peer bullying,social anxiety and depression of left-behind hearing impaired students were all at low levels,while core self-evaluation was at a moderate to high level.(2)The peer bullying and depression was significantly correlated with social anxiety,while negatively correlated with core self-evaluation,and the social anxiety was negatively correlated with core self-evaluation and positively correlated with depression;further,core self-evaluation was negatively correlated with depression.(3)There were three mediating pathways between peer bullying and depression for the core self-evaluation,social anxiety among left-behind hearing impaired students,namely,the simple mediation pathway of core self-evaluation,social anxiety,and the chain mediation pathway of core self-evaluation and social anxiety.Based on this,the whole society should create a good social interaction environment for the lef-behind hearing impaired students to protect them from peer bullying and improve the social support network to provide systematic services for left-behind students with hearing impairment.
作者
贾金玲
卢林鑫
班永飞
孙霁
蔺秀云
JIA Jinling;LU linxin;Ban Yongfei;SUN Ji;LIN Xiuyun;无(School of Special Education,An Shun University,An Shun,561000;School of Education Science,An Shun University,An Shun,561000;Department of Psychology,School of Social Sciences,Tsinghua University,Beijing,100084;Institute of Developmental Psychology,Beijing Normal University,Beijing 100875)
出处
《中国特殊教育》
CSSCI
北大核心
2023年第6期37-46,共10页
Chinese Journal of Special Education
基金
2018年国家社会科学基金一般项目“新时代边疆民族地区积极社会心态的形成机理与培育路径研究”(课题批准号:18CSH042)
2018年教育部人文社会科学一般项目“新时代精准扶贫背景下留守儿童情感教育支持研究”(课题批准号:18YJC880148)阶段性成果。
关键词
留守听障学生
同伴欺凌
抑郁
核心自我评价
社交焦虑
left-behind students with hearing impairment
peer bullying
depression
core self-evaluation
social anxiety
