歧视知觉与流动儿童社会疏离感的关系:一个有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2017.06.10

摘要/Abstract

摘要： 采用问卷法对1101名流动儿童进行调查研究，考察歧视知觉对流动儿童社会疏离感的影响，同时考察认同整合在其中的中介作用，以及该过程是否受到社会支持的调节。结果表明：（1）在控制了性别、学校性质、转学次数之后，歧视知觉对流动儿童社会疏离感具有正向预测作用；（2）认同整合在流动儿童歧视知觉和社会疏离感关系中起到部分中介作用；（3）认同整合的中介作用受到社会支持的正向调节，相对于社会支持水平低的流动儿童，中介作用对社会支持水平高的流动儿童更显著。因此，歧视知觉对流动儿童社会疏离感的影响是有调节的中介效应。这些结果对于综合解释城市适应过程中环境与个体因素对流动儿童社会疏离感的作用路径与机制具有重要意义。

关键词: 流动儿童, 歧视知觉, 认同整合, 社会支持, 社会疏离感

Abstract: The present study investigated the relationship between perceived discrimination and Chinese migrant children's social alienation, and explored the mediating effect of identity integration as well as the moderating effect of social support. Based on questionnaire method, 1101migrant children were recruited to participate in the study. Results were as follows:(1) After controlling for gender, types of school and times of transferring to another school, perceived discrimination significantly positively predicted migrant children's social alienation. (2) Identity integration partially played mediating role in the relationship between perceived discrimination and social alienation. (3) The mediating effect of identity integration was positively moderated by social support, The indirect effect was stronger for migrant children with high social support than those with low social support. Thus, both mediating and moderating effects exist in the association between perceived discrimination and migrant children's social alienation. These findings contribute to our understanding of a comprehensive interpretation of both environmental and individual factors' impact on Chinese migrant children's social alienation.

Key words: migrant children, perceived discrimination, identity integration, social support, social alienation

张岩, 杜岸政, 谭顶良, 雷婷婷, 周炎根. 歧视知觉与流动儿童社会疏离感的关系:一个有调节的中介模型[J]. 心理发展与教育, 2017, 33(6): 719-726.

ZHANG Yan, DU Anzheng, TANG Dingliang, LEI Tingting, ZHOU Yangen. Perceived Discrimination and Social Alienation among Chinese Migrant Children: A Moderated Mediation Model[J]. Psychological Development and Education, 2017, 33(6): 719-726.

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