流动儿童学校适应对生活满意度的影响：亲子沟通的中介作用

The Effect of School Adjustment on Life Satisfaction of Migrant Children: The Mediating Effect of Parent-Child Communication

摘要: 目的：了解流动儿童与非流动儿童在生活满意度、学校适应和亲子沟通之间的差异；流动儿童生活满意度、学校适应和亲子沟通之间的相互关系；探索亲子沟通在学校适应和生活满意度间的中介效应。方法：选取湖南省某两市四所学校，高年级小学、初中学生763名(其中流动儿童398名)进行问卷施测(青少年学生生活满意度量表、学校适应量表、亲子沟通量表)。结果：① 差异分析：流动儿童和非流动儿童在生活满意度(T1)、学校适应(T2)和亲子沟通(T3)方面存在统计学显著差异(T1 = 5.369**; T2 = 5.360**; T3 = 3.409**, p <0.01)；流动儿童在上述三方面的得分均低于非流动儿童得分。流动儿童学校适应高分组与低分组在生活满意度总分及其各因子存在显著差异(p < 0.05)；学校适应高分组的流动儿童在生活满意度及其各因子得分也高。② 相关分析：流动儿童生活满意度及各维度与学校适应及各维度呈显著正相关(r = 0.259~0.785, p < 0.01)；亲子沟通及各维度与学校满意度及各维度呈显著正相关(r = 0.180~0.474, p < 0.01)。③ 回归分析：流动儿童学校适应、亲子沟通总分及各因子对生活满意度显著正向影响，其中同伴适应、学习适应、老师适应对生活满意度解释程度为47.5%、46.2%、46.2%；学校适应总分及各因子对亲子沟通显著正向影响。④ 中介效应分析：流动儿童亲子沟通在生活满意度和学校适应之间起部分中介作用，中介效应占总效应的7.12%。结论：流动儿童学校适应对于生活满意度有显著正向影响，亲子沟通在生活满意度和学校适应之间发挥部分中介作用。

Abstract: Objective: To investigate the differences between migrant children and non-migrant children in life satisfaction, school adaptation and parent-child communication; to discover the relationship among migrant children’s life satisfaction, school adaptation and parent-child communication; to explore the mediating effect of parent-child communication on school adaptation and life satisfaction. Methods: 763 senior primary school students and junior middle school students (including 398 migrant children) from four schools in two cities of Hunan Province were tested by questionnaires (Adolescent Students Life Satisfaction Scale, School Adaptation Scale, Parent-Child Communication Scale). Results: ① Difference Analysis: There were statistically significant differences between migrant children and non-migrant children in life satisfaction (T1), school adaptation (T2), and parent-child communication (T3) (T1 = 5.369**; T2 = 5.360**; T3 = 3.409**, p < 0.01); the scores of migrant children in the above three aspects were lower than that of non-migrant children. There were significant differences in the total score of life satisfaction and its factors between high group and low group (p < 0.05). The migrant children with high school adaptation scores also had high scores in life satisfaction and other factors. ② Correlation Analysis: The life satisfaction and dimensions of migrant children were significantly positively correlated with school adaptation and dimensions (r = 0.259~0.785, p < 0.01). Parent-child communication and all dimensions were significantly positively correlated with school satisfaction and all dimensions (r = 0.180~0.474, p < 0.01). ③ Regression Analysis: School adaptation, parent-child communication total score and each factor had significant positive effects on the life satisfaction of migrant children. Peer adaptation, learning adaptation and teacher adaptation explained 47.5%, 46.2% and 46.2% of life satisfaction. The total score of school adaptation and each factor had a significant positive impact on parent-child communication. ④ Analysis of Mediating Effect: Parent-child communication played a partial mediating role between migrant children’s life satisfaction and school adaptation, and the mediating effect accounted for 7.12% of the total effect. Conclusion: School adaptation of migrant children has a significant positive impact on life satisfaction. Parent-child communication plays a partial intermediary role between life satisfaction and school adjustment.