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家庭–学校–社区协同视域下儿童幸福感水平分析

Analysis of children′s well-being from the perspective of family–school–community collaboration

  • 摘要:
    目的  了解家庭、学校和社区社会环境对儿童幸福感的影响,探讨影响儿童幸福感的关键指标,为儿童友好城市建设和友善社会环境营造提供建议和参考。
    方法 于2023年10月—2024年1月,在福建省厦门市采用多阶段随机整群抽样方法,对小学4~6年级的3 289名小学生进行问卷调查,描述其幸福感水平,并采用t检验、方差分析进行单因素分析,采用多元线性回归模型分析家庭、学校和社区社会环境的友善程度对儿童幸福感的影响,采用LASSO回归筛选家庭–学校–社区的社会环境中对幸福感影响的关键指标,并进行回归系数估计和显著性检验。
    结果 被调查3 289名儿童平均年龄为(10.38±0.96)岁,男生1 777(54.03%)人,女生1 512(45.97%)人,儿童幸福感平均得分为(64.29±9.21)分;在模型1(只纳入人口学特征)的基础上,纳入了家庭、学校和社区社会环境变量构建的模型8对儿童幸福感的解释力度增加了44.6%;相较于学校社会环境(β=0.12,B=0.16,P<0.001)和社区社会环境(β=0.59,B=0.22,P<0.001),家庭社会环境(β=0.66,B=0.39,P<0.001)对儿童幸福感的影响更大;家庭–学校–社区协同视域下筛选出影响儿童幸福感的5个家庭环境关键指标、6个学校关键指标和3个社区环境关键指标,在家庭维度的关键指标中,儿童自觉“与父母交谈是一件让人感到轻松的事”(B=0.12,P<0.001)和“我的家人知道这所学校里发生的事情”(B=0.12,P<0.001)对儿童的幸福感影响更大,在学校维度,“学校里学习的科目都很有趣”(B=0.13,P<0.001)对幸福感的影响最为显著,在社区维度,儿童认为“这个社区的人热情周到”对儿童幸福感的影响较大(B=0.08,P<0.001)。
    结论 为促进儿童的幸福感,家庭、学校和社区需共同协作营造儿童友善的社会氛围,尤其需要增进轻松愉快的亲子沟通、父母参与儿童生活和学校课程学习的趣味性。

     

    Abstract:
    Objective To understand the influence of family, school, and community social environments on children′s perceived well-being, to explore the key indicators that affect children′s well-being, and to provide suggestions and references for building child-friendly cities and creating friendly social environments.
    Methods Using stratified multistage cluster sampling and a self-developed questionnaire, we recruited 3 511 students in grades 4–6 from 12 primary schools in 6 districts of Xiamen city, Fujian province for on-site online surveys conducted from October 2023 to January 2024. Independent samples t-tests and analysis of variance were used for univariate analysis. Multiple linear regression models were used to analyze the influence of the friendliness of the family, school, and community social environments on children′s perceived well-being. Least Absolute Shrinkage and Selection Operator (LASSO) regression was used to screen key indicators of family-school-community social environments that influence perceived well-being, and regression coefficient estimation and significance tests were performed.
    Results For the 3 289 participants (54.03% boys and 45.97% girls, mean age 10.38±0.96 years) with valid responses, the mean perceived well-being score was 64.29±9.21. Based on Model 1 (which included only demographic variables), Model 8, which included family, school, and community social environment variables, increased the explanatory power of perceived child well-being by 44.6%. Compared to the school social environment (β=0.12, B=0.16, P<0.001) and the community social environment (β=0.59, B=0.22, P<0.001), the family social environment (β=0.66, B=0.39, P<0.001) had a greater impact on children′s perceived well-being. From the perspective of family-school-community synergy, five key indicators of the family environment, six key indicators of the school environment, and three key indicators of the community environment that affect children′s perceived well-being were selected. Among the key indicators in the family dimension, children′s feeling that “talking with parents is relaxing” (B=0.12, P<0.001) and “my family knows what is going on in this school” (B=0.12, P<0.001) had a greater impact on children′s perceived well-being. In the school dimension, “the subjects learned in school are all very interesting” (B=0.13, P<0.001) had the greatest impact on the perceived well-being. In the community dimension, children′s perception that “the people in this community are warm and caring” had a greater impact on children′s perceived well-being (B=0.08, P<0.001).
    Conclusions To promote children′s well-being, families, schools, and communities must work together to create a child-friendly social atmosphere, especially by promoting relaxed and happy parent-child communication, parental involvement in children′s lives, and the interest in school curricula.

     

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