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中文摘要: 目的 探讨留守生活对农村中小学生心理资本的影响，为培养留守儿童积极心理品质提供科学依据。方法 采用随
机整群抽样的方法，对 1 202 名农村中小学生进行心理资本问卷调查。结果 留守学生与非留守学生在明理感恩（t=-6.078， P=0.000）、宽容友善（t=-3.865，P=0.000）、自信进取（t=-5.328，P=0.000）、乐观开朗（t=-2.586，P=0.000）及心理资本总分
（t=4.902，P=0.000）方面有显著性差异，在自立顽强方面差异无统计学意义（t=1.701，P=0.089）。回归分析显示：留守类型、
留守时间和父母联系频率是留守学生心理资本的主要影响因素，与监护人关系、父母回家频率对留守学生宽容友善和乐观开
朗有影响。结论 留守生活对农村留守中小学生心理资本影响较大，应采取相应的措施提升留守学生心理资本。
Abstract:OBJECTIVE To explore the influence of left-behind life on the psychological capital of rural primary and middle school stu⁃
dents, and to provide a scientific basis for cultivating the positive psychological capital of left-behind children. METHODS A random⁃
ized cluster sampling method was used to conduct a psychological capital questionnaire survey of 1 202 rural primary and middle
school students. RESULTS The score of left-behind student’s gratitude(t=-6.078, P=0.000), tolerant and friendness(t=-3.865, P= 0.000), confidence and enterprising(t=-5.328, P=0.000), optimism(t=-2.586, P=0.000),and psychological capital(t=4.902, P=0.000)
were higher than the non-left-behind students. Regression analysis showed that the left-behind type, left-behind time and frequency
of parental contact were main influence factors. Caring degree of guardian impacted the tolerance and friendliness and the frequency
of parents going home impacted on left-behind student’s optimism and cheerfulness. CONCLUSION Left-behind life affected on the
psychological capital of rural left-behind students. Corresponding measures should be taken to improve the psychological capital of
left-behind students.
文章编号：3202005023 中图分类号：R395.6 文献标志码：
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