流动性、教育安置方式和心理弹性对流动儿童孤独感的影响:一项追踪研究

采用潜变量增长模型对426名流动儿童进行四次追踪测查，旨在考察流动儿童孤独感的变化趋势，探索不同流动性和教育安置方式的流动儿童孤独感变化的差异性以及心理弹性对孤独感变化的促进性作用。结果发现：（1）流动儿童的孤独感呈线性下降趋势；（2）打工子弟学校流动儿童的孤独感起始水平显著高于公立学校流动儿童；流动性高的儿童的孤独感起始水平高于流动性低的儿童，但流动性和教育安置方式对孤独感的发展趋势没有显著预测作用；（3）对于流动儿童来说，较高的心理弹性水平不仅能显著预测更低的孤独感起始水平，同时也能显著预测更快的孤独感的下降速率。本研究启示，增加进入公立学校学习的机会、降低流动频率和提升心理弹性对降低流动儿童的孤独感水平具有重要的意义。

The Relationship Between Mobility,Educational Settings,Resilience And Loneliness Among Migrant Children: A Longitudinal Study

With the increasing economic disparity and rapid urbanization in China, a large number of rural children migrate to cities for better education and living conditions with their parents. Compared with non-migrant counterparts, children who migrate to host cities with parents are likely to encounter unique challenges (eg., mobility and educational settings). Loneliness has been the most significant problem among migrant children population. Researchers have considered mobility and educational settings as specific stress for migrant children. However, resilience could be an important promotive factor which may foster the positive influences on children's psychological adjustment. Consequently, this study simultaneously examined the developmental trajectory of loneliness and the risky influence of mobility and educational settings as well as promotive effect of resilience among migrant children in Beijing, China. In the current study, a sample of 426 migrant children from Grade 4^th and 5^th in two primary schools were recruited in Beijing, China. The results showed that:(1) Children's loneliness decreased in a linear trajectory from Grade 4^th to Grade 5^th. (2) Although high mobility and studying in private migrant children schools could influence the initial level of loneliness, there were no mobility and educational settings differences in the change of loneliness over time. (3) Resilience could not only significantly influence children's initial level of loneliness, but also significantly predict the decrease speed of loneliness. These findings indicated that improving the opportunities to study in public primary schools, decreasing the rate of mobility as well as developing resilience-based intervention could have significant positive effect on migrant children's loneliness.