家庭环境对农村小学生心理韧性的影响及其留守儿童教育启示

The Impact of Family Environment on the Psychological Resilience of Rural Primary School Students and Its Educational Implications for Left-Behind Children

摘要: 为探究家庭环境对农村小学生心理韧性的影响及其对留守儿童心理健康教育的启示，采用青少年心理韧性量表(RSCA)、简式父母教养方式问卷(S-EMBU-C)、父母同伴依恋问卷(IPPA)及自编物质环境题项，对304名农村小学生进行调查。结果发现，农村小学生心理韧性处于中等偏上水平(M = 3.37)，情绪控制维度得分最低(M = 2.83)；家庭精神环境可解释心理韧性66.3%的变异，其中亲子关系和情感温暖的正向预测效应显著；家庭物质环境增量贡献仅1.0% (p > 0.05)，家庭结构与家庭陪伴的独立预测作用不显著。基于上述发现，推断在留守儿童占比较高的农村小学生群体中，提升远程互动质量、构建替代性监护网络、整合物质帮扶与心理支持、激活儿童内部资源及完善社会支持体系是推进留守儿童心理健康教育的可行路径。上述推断基于横断调查数据提出，其有效性尚需后续干预研究的追踪验证。

Abstract: To explore the impact of family environment on the psychological resilience of rural primary school students and its implications for mental health education targeting left-behind children, a survey was conducted among 304 rural primary school students using the Resilience Scale for Children and Adolescents (RSCA), the Short-form EMBU-C (Egna Minnen av Barndoms Uppfostran-Child version), the Inventory of Parental Peer Attachment (IPPA), and self-designed items assessing material environment. The results indicated that psychological resilience among participants was at a moderate-to-high level (M = 3.37), with the lowest score observed in the emotional control dimension (M = 2.83); The family spiritual environment accounted for 66.3% of the variance in psychological resilience, with significant positive predictive effects from parent-child relationships and emotional warmth. In contrast, the incremental contribution of family material environment was only 1.0% (p > 0.05), and neither family structure nor parental presence showed independent predictive significance. Based on these findings, it is inferred that in the population of rural primary school students with a high proportion of left-behind children, enhancing the quality of remote parent-child interactions, constructing alternative caregiving networks, integrating material support with psychological services, activating children’s internal resources, and strengthening the broader social support system represent feasible pathways for advancing mental health education for left-behind children. This inference, derived from cross-sectional survey data, requires further longitudinal validation through subsequent intervention studies.