班级结构对留守儿童心理健康的影响:同化还是对比效应?
The Impact of Classroom Composition on Psychological Adjustment of Left-behind Children: Contrast Effect or Assimilation Effect?

基于河南和陕西两省17所农村学校4~9年级103个班级内4021名学生的调查数据,分析了班级结构(一般农村儿童在班级中所占比例)对不同家庭背景儿童心理健康的影响机制.采用学校固定效应模型控制校际间差异后发现:(1)对于自尊和未来压力感知,班级结构存在对比效应,即班级内一般农村儿童比例越高,留守儿童的自尊水平越低,特殊结构家庭的儿童会感知到的未来压力更大,但对一般农村家庭儿童的影响不显著;(2)对于抑郁症状,班级结构则存在同化效应,即所在班级内其他学生的平均抑郁水平对个体自身的抑郁症状有显著的预测作用.
Using survey data of 4021 rural children from 103 classes (grades 4 to 9)in Henan and Shanxi Provinces, this article examines how classroom composition, measured by the proportion of students from an intact family background,effects the psychological adjustment (depression, self-esteem, and future-related stress) among rural adolescents,and whether the association differs by family background. After controlling for individual characteristics, class characteristics and school fixed effects, we find that with increasing percentages of students from an intact family background at their classroom,left-behind children experienced low levels of self-esteem,individuals from a non-intact family background experienced more future-related stress. Also we find children had higher depression in a class with high average depression level,regardless of the children's family background.