生态系统视域下阅读赋能农村留守儿童心理健康的实证分析与实践策略

Abstract

Abstract:

Based on Bronfenbrenner’ s ecological systems theory， this study aims to investigate the relationships between reading and mental health of rural left behind children. Taking psychological resilience as the mental health variable， 160 primary and secondary school students in rural Baiguoshu Village， Enshi， participated in the study with field questionnaires. Comprehensively involving the hierarchical structure of the growth ecological systems of leftbehind children， this study explores how family and social support systems（ such as schools and neighborhoods） collaboratively inﬂuence the relationship between reading and psychological resilience of left-behind children. Statistics indicated that high-quality parent-child reading has a positive and signiﬁcant impact on the psychological resilience of left-behind children in rural areas， which is moderated by the level of general social support received by the left-behind children. Based on the empirical results， countermeasures were further proposed from the perspectives of the family microsystem， school mesosystem， social external system， and government macrosystem， to promote the healthy development through an integrated reading ecosystem for left-behind children.

CLC Number:

G230

Zhao Liang　Yang Cheng　Hu Xiaoyong. Reading Enhancing Mental Health of Rural Left-behind Children：Empirical Analysis and Practical Strategies from Ecological System Perspective[J]. Publishing Journal, 2024, 32(6): 90-100.

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Reading Enhancing Mental Health of Rural Left-behind Children：Empirical Analysis and Practical Strategies from Ecological System Perspective

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