黄河科技学院学报

目的:了解脱贫地区农村留守儿童积极发展素质对学校适应能力的影响，并探讨留守儿童的自我价值在其中所起到的作用。方法:采用一般情况调查问卷、中国积极青少年发展量表(CPYD)、教师-儿童评价量表，随机抽样和整群抽样相结合的方法，对河南省605名儿童进行问卷调查，以383名留守儿童(男生211人，女生172人;小学生195人，占50.91%，初中生188人，占49.19%)为分析对象。结果:(1)留守儿童男生在积极发展素质志维度、信维度和毅维度上显著好于女生(t=-2.464,P<0.05; t=-2.429,P<0.05,t=-2.639,P<0.01);积极发展素质爱维度和志维度在不同年级上不存在显著性差异;留守儿童初中生在学校适应各维度和自我价值上显著好于小学生(F=12.931,P<0.001; F=12.142,P<0.001; F=13.529,P<0.001; F=4.378,P<0.001;)(2)自我价值与积极发展素质(r=0.498,P<0.01)及学校适应(r=0.114,P<0.053)间呈现显著正相关。(3)自我价值的中介效应检验显示中介效应为0.084,95%的置信区间为(0.022,0.153)，不包括0;直接效应为-0.110,95%的置信区间为(0.071,-0.230)，包括0。这说明自我价值在积极发展素质和学校适应间起到了完全中介作用。结论:自我价值在积极发展素质和学校适应间起到了完全中介作用。自我价值是身处逆境家庭的儿童积极发展的重要内生动力。培育和践行积极的自我价值观是脱贫地区农村留守儿童长远积极发展的重要工作，也是留守儿童良好学校适应的关键所在。

The objective: To understand the impact of positive development qualities on the school adjustment ability of rural left-behind children in poverty-alleviated areas and to explore the mediating role of self-worth.The methods: A general information questionnaire,the Chinese positive youth development scale( C-PYD),and the teacher-child assessment scale were adopted in the study. Using a combination of random and cluster sampling,605 children in Henan province were surveyed,with 383 left-behind children( 211 boys,172 girls; 195 primary school students accounting for 50. 91%,188 junior middle school students accounting for 49. 19%) selected as the analysis sample. The results:( 1) Boys scored significantly higher than girls in the dimensions of “aspiration”,“belief”,and “perseverance” of positive development qualities( t =-2. 464,P < 0. 05; t =-2. 429,P <0. 05; t =-2. 639,P < 0. 01). No significant differences were found in the " love" and " aspiration" dimensions across different grades. Junior middle school students showed significantly better performance in all dimensions of school adjustment and self-worth compared with primary school students( F = 12. 931,P < 0. 001; F = 12. 142,P < 0. 001; F = 13. 529,P < 0. 001; F = 4. 378,P < 0. 001).( 2) Self-worth showed significant positive correlations with positive development qualities( r = 0. 498,P < 0. 01) and school adjustment( r = 0. 114,P < 0. 05).( 3) The mediating effect test of self-worth revealed a mediating effect of 0. 084,with a 95% confidence interval of( 0. 022,0. 153),excluding 0; the direct effect was-0. 110,with a 95% confidence interval of(-0. 071,-0.230),including 0. This indicates that self-worth fully mediates the relationship between positive development qualities and school adjustment. The conclusion: Self-worth fully mediates the relationship between positive development qualities and school adjustment. It serves as an important endogenous driver for the positive development of children and adolescents in disadvantaged family environment. Cultivating and practicing a positive sense of selfworth is crucial for the long-term positive development of rural left-behind children in poverty-alleviated areas,and it is the key to their successful school adjustment.