农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.

中学生自我状态现状及其与亲子沟通、心理健康的关系研究

The communication between parents and children is one of the focuses in adolescence research area. However，the ego states in communication were seldom referred to. In present research, the relationship among high school students’ ego states, parent-child communication status and mental health level was explored. Study1: Ego State Questionnaire (ESQ) was revised according to 400 high school students from both rural and urban areas. Study2: Revised Ego State Questionnaire was administered to 450 high school students. Data was analyzed by cluster analysis. Study3: The relationship among ego states, parent-child communication status and mental health level was researched systematically according to 450 high school students. The main results of the thesis were as follows: 1) The five factors of Johu Dusy’s ego states were confirmed. 2) The revised RESQ had good reliability and validity, and could be used in researching middle school students ego states and related area. 3) Gender differences: Girls’ NP score was higher than boys’. Boys’ Adult and AC score was higher than girls. 4)School difference: students’ A and FC from key high school scored higher than students form normal high school. 5) The students were divided into two groups according to parental education level. The split point was high school. Students whose parents’ education level was above high school scored higher in NP than the other group of students. 6) The students were clustered into 4 groups according to cluster analysis: adapted、rational、contradictory、self-centered。 7) adapted、self-centered students’SCL-90 score was lower than average level, contradictory students’ score was higher than average level, rational students’score was equal to average level. 8) Both NP and Adult ego states had significant negative correlation with SCL total score, CP ego states had significant postive correlation SCL total score. 9) NP, A ego states had significant postive correlation with family communication atmosphere, father-son, father-daughter, mother-son, mother-daughter communication status . CP had significant negative correlation with above variables. AC had significant negative correlation with family communication atmosphere . 10) The stepwise regression showed that Adult ，Control Parent ego states and communication between parents and children score had prevented from mental health significantly. Adult ego states impacted mental health through communication between parents and children.

亲子依恋对大学生人际关系影响的性别效应

Parent-child attachment refers to the emotional bond that forms between parent and child, which has great influences on the child’s interpersonal development. Present study applied both correlation method and secure attachment memory activation method to investigate the “gender relation effects” of parent-child attachment’s influences on college students’ close relationships, general attachment representation, and emotion and social loneliness. The basic hypotheses on “gender relation” were set as: “same-sex” parent-child attachment has more influences on college students’ “same-sex” interpersonal relationships, while “opposite-sex” parent-child attachment has more influences on college students’ “opposite-sex” interpersonal relationships. Major findings includes: 1. There was weak correlation of attachment security between father-child and mother-child relationships. The findings indicated that, among college students, the security of “opposite-sex” parent-child attachment representation is higher to some extent than that of “same-sex” parent-child attachment representation. 2. There were significant correlations between parent-child attachment and college students’ attachment anxiety in close relationships. Major findings indicated that “opposite-sex” parent-child attachment security negatively predicts college students’ attachment anxiety in both “same-sex” and “opposite-sex” close relationships. 3. Gender relation effects were significant in the correlations between parent-child attachment and college students’ level of avoidant attachment representation. “Same-sex” parent-child attachment security positively predicted avoidant attachment level in college students’ “same-sex” close relationships, while “opposite-sex” parent-child attachment security positively predicted avoidant attachment level in “opposite-sex” close relationships. 4. Parent-child attachment security memory activation had significant influences on college students’ general attachment representation, in which gender relation effects indicated that: the memory activation of father-child attachment security significantly increases participants’ security of self-model in general attachment representation to “male others”; while the memory activation of mother-child attachment security significantly increase participants’ security of others-model in general attachment representation to “female others”. 5. For male college students, father-son attachment security negatively predicted their emotion and social loneliness. For female college students, father-daughter attachment security negatively predicted their emotion loneliness, while mother-daughter attachment security negatively predicted their social loneliness. Attachment security memory activation had significant influences on college students’ social loneliness, in which gender relation effects was confirmed in that only father-child attachment security memory activation significantly decreased male participants’ level of social loneliness. The results indicated that gender relation effects are significant in the influences of parent-child attachment on college students’ interpersonal relationship representations, especially when the level of avoidant of attachment in college students’ close relationships was predicted by parent-child attachment representation, and when the memory activation of parent-child attachment influenced college students’ general attachment representation. The present study confirmed to some extent that gender relation consistency exists in attachment representations among different interpersonal relations, and serves as a new model for analysis of gender differences in the research fields. In the present study, however, gender relation effects were not confirmed in all the interpersonal relationship representations, which indicated the complexity in the problems of gender differences in the research fields of close relationships.

问题青少年的自尊及家庭因素研究

The present paper studies the explicit, implicit, and combined (explicit and implicit) self-esteem of troubled youths in comparison to normal youths. Influential family factors are also discussed. The main results of this paper can be summarized as follows： 1. The explicit self-esteem of troubled youths is significantly lower than that of normal youths. 2. In comparison to normal youths, troubled youths are more likely to come from divorced and remarried families, and have parents with lower levels of education; troubled youths also experience significantly greater amounts of physical and sexual abuse and emotional and physical neglect. 3. For troubled youths, the closer they are with their parents,the higher their explicit self-esteem; abuse experiences in childhood significantly predict low explicit self-esteem; and high explicit self-esteem can be predicted by communication, trust, intimacy and enjoyment with their parents. For normal youths, only low explicit self-esteem can be predicted by abuse experiences in childhood. 4. The implicit self-esteem of troubled youths is significantly higher than that of normal youths. 5. The implicit self-esteem of troubled youths is affected by their parents’marrital status; youths from divorced families have higher implicit self-esteem than those from intact families. Low implicit self-esteem in normal youths can be predicted by communication,trust, intimacy and enjoyment with their mothers. 6. Youths with low explicit self-esteem and high implicit self-esteem (LEHI) form the greatest proportion of the total number of troubled youths, and youths with high explicit self-esteem and low implicit self-esteem (HELI) form the greatest proportion of normal youths. Youths with LEHI have the most abuse experiences in childhood, the worst parent-child relationships and the most mental problems; In contrast, youth with HELI have the least abuse experiences, the best parent-child relationships and the least mental problems of the four categories of combined self-esteem. Furthermore, the combined self-esteem of youths can be predicted by abuse experiences in childhood.

教养方式、亲子关系对青少年给予母亲情感支持的影响

Emotional support, as an important form of social supports, has great impact on the life of both caregivers and receivers. Many studies on adult children and old parents indicate that emotional support is closely related to parents’ well-being, and the relation quality between old parents and adult children is one of the factors influencing adult children’s support offering. However, the study on adolescents’ emotional support to their parents is quite rare. What’s more, it has been found that emotional support skills children have learnt at home have life-time influence on children’s response to other’s emotional needs. It is assumed that to some extent the emotional support styles between parents and adolescents are relatively stable, and they are related to the care children give to their parents after they advance to old age. Hence, it is necessary to study the emotional support of adolescent in order to at last improve the well-being of old parents. Totally speaking, the aim of this study is to explore the relation between parenting styles and adolescents’ emotional support offering, as well as the effects of mother-child relationships. In addition, culture is a factor having impact on parenting styles, parent-child relationships and emotional support. So we have designed this cross-cultural study to explore cultural differences. The results are as follows: (1) As to Chinese and Indonesian mothers, their Acceptance of adolescents’ behaviors has significant positive predictive effect on children’s emotional support. Besides, the Intimacy and Approval dimensions of mother-child relationships partially mediate the path from parenting styles to emotional support offering, and those effects have no significant difference in China and Indonesia. (2) Chinese and Indonesian mother’s Rejection to adolescents has significant positive predictive effect on Conflict between mothers and adolescents, but has no direct effect on adolescents’ emotional support offering. (3) Adolescents’ support offering has no significant predictive effect on their willingness to help their parents. (4) Adolescents’ support offering has significant predictive effect on their motivation to provide emotional support to their parents. However, the relation between adolescents’ support offering and the willingness to help their parents is not clear. (5) Adolescents have scored high in Acceptance parenting style dimension and relatively low in Rejection dimension, which indicate that mothers in China and Indonesia adopt positive parenting styles. Both Chinese and Indonesian mother-child relationships are good. However, Indonesian adolescents have perceived more Intimacy and Approval from mothers, and there is no significant difference between Chinese and Indonesian adolescents and mothers in the dimension of Conflict.

工科大学生心理应激、应对与自我概念的关系研究

In the period of college, an individual matures rapidly in all aspects. College engineering students are the important parts of undergraduates. The state of an individual’s mental health may affect and even decide his future life and work. The level of the student’s self-concept and the kind of coping styles the students adopt are directly related to their mental health. So, it is significant to study the psychological stress, coping and self-concept of college engineering students for the mental health education and research of college engineering students. Based on overviews of former research, with the China College Student Psychological Stress Scale, the Coping Styles Scale and the Tennessee Self-Concept Scale, 559 college engineering students were investigated to explore the characteristics of and the relationship between the psychological stress, coping styles and self-concept of college engineering students. The results showed: 1. The stresses of learning, living and daily hassles were the main psychological stresses of college engineering students. There were significant differences in psychological stress between students from the countryside and those from urban areas, between needy students and non-needy students, between single-parent students and non-single-parent students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between male and female, between those from single-child families and from multiple-child families. 2. The coping styles of solving problem, seeking help and rationalization were the main coping styles of college engineering students. There were significant differences in the coping styles between needy students and non-needy students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between students from the countryside and from urban areas, between male and female, between single-parent students and non-single-parent students, between those from single-child families and from multiple-child families. 3. The self-concept of college engineering students was positive in general. There were significant differences in self-concept between students from the countryside and those from urban areas, between male and female, between needy students and non-needy students, between single-parent students and non-single-parent students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between those from single-child families and from multiple-child families. 4. The psychological stress had significantly negative correlation to the immature coping styles, and had partial correlation to the mature coping styles. Coping style has significant predictability on psychological stress. 5. The positive factors of the self-concept had significantly negative correlation to psychological stress, but self-criticism had positive correlation to psychological stress. There are significant differences between high self-concept students and low self-concept students for psychological stress. Self-concept has significant predictability on psychological stress. 6. The positive factors of the self-concept had significantly negative correlation to the coping styles of self-blame, illusion, avoidance, and rationalization, but had significantly positive correlation to the coping style of solving problem and seeking help. Self-criticism had significantly negative correlation to the coping styles of self-blame, illusion, avoidance, and rationalization. There are significant differences between high self-concept students and low self-concept students for coping styles. Self-concept has significant predictability on coping styles. 7. The self-concept of college engineering students had an effect on psychological stress by coping styles. However, the effect by the immature coping styles was higher than that to the mental health directly, and the effect by the mature and mixed coping styles was slighter than that to the mental health directly. According to the results, improving the college engineering students’ self-concept level and establishing right self-concept, developing the middle school student’ active coping styles and overcoming the negative coping styles are essential and important to the college engineering students’ mental health and provide useful clues for the psychological education of the college engineering students.

中学生强迫症状及其心理、环境危险因素和整合模型研究

Obsessive-Compulsive Symptoms, which are one of common factors effected on mental health of secondary school students, have been rarely studied at home and abroad. In accordance with the problems existed in these literature up till now, the thesis had mainly studied the measured tool, contents and structure, developmental features, psychosocial risk factors and integrated model of obsessive-compulsive symptoms from them by means of investigation with quetionnaires. The entire research was divided into three phases. 3185 students(age 14.68±1.75 years) were firstly measured with the 20-item Leyton Obsessional Inventory-Child Version(LOI-CV) at four secondary schools including six grades in Beijing city, which was applied to revise LOI-CV, and to study the structure and contents, developmental features and screen of obsessive-compulsive symptoms. Then, 216 subjects with obsessive-compulsive symptoms, paired with controls in the light of school, grade and gender, were investigated with 10 self-rating scales on obsessive-compulsive symptoms, anxiety, depression, personality, coping and attributional style, negative life events, parent's rearing style, family environment and life adaptation in school, and with an inventory on social demography. The results were used to explore psychosocial risk factors and integrated model of obsessive-compulsive symptoms. The third survey was only carried out, about two months after the second, among 264 subjects with obsessive-compulsive symptoms through MMOCI and Negative Life Event Scale for Adolescents, in order to probe into the integrated model. The research had mainly found: (1) LOI-CV can be used as a screen tool for obsessive-compulsive symptoms in urban adolescents in China; (2) Total screening-out ratio of obsessive-compulsive symptoms was 13.6% (male:15.0%, female:12.2%). The most common manifestations of obsessive-compulsive symptoms were hating dirt and contamination, doing things in exact manner, angry if someone messes desk, bad conscience but no one else, worry about cleanliness, repeated thoughts or words; the least were favorite or special number, spending extra time on homework, special number or words to avoid, talking or moving to avoid bad luck, fussy about hands. The checking and repetition, cleanliness and tidiness, general obsessions were more common forms than numbers-luck; (3) No differences were existed in serious degree of obsessive-compulsive symptoms, but the screening-out ratio in male was higher than it in female; (4) No differences were detected in the serious degree of obsessive-compulsive symptoms except the scores of cleanliness and tidiness among grades, but the screening-out ratio of the grades justly entering secondary school or going to graduate were higher than other ones; (5) The main psychosocial risk factors for obsessive-compulsive symptoms included anxiety, mother's over-protecting and over-interfering, fantasy, flexibility, self-actualization, peers relationship, sense of responsibility, negative life events, mother's occupation, help-seeking, and (6) The integrated model on psychosocial risk factors suggested that the possible developed and sustained mechanism of obsessive-compulsive symptoms was that personality, coping and attributional styles constructed the developmental diathesis foundation of obsessive-compulsive symptoms; negative life events were promoting factors of them. There was a dynamic interaction between personality and environmental factors. Negative emotion played a core role in the developmental process of them. The continued existence of obsessive-compulsive symptoms was related to pre-existed obsessive-compulsive symptoms and negative life events experienced by an individual. Therefore, this research not only let us get a deeper understanding of obsessive-compulsive symptoms and more entirely find out psychosocial risk factors, firstly applied diathesis-stress theory to comprehend the psychological mechanism of obsessive-compulsive symptoms and, moreover, elaborate and expand it, but also has more important practice significance of treatment, prevent and education for obsessive-compulsive symptoms in secondary school students.