家庭功能和教师情感支持对留守儿童幸福感的影响——有调节的中介模型
Influence of Family Function and Teacher Emotional Support on Well-Being in Left-Behind Children—A Moderated Mediating Model

本研究探讨留守儿童家庭功能与幸福感的关系，并着力考察教师情感支持和留守儿童监护类型在其中所起的作用。采用《幸福感指数量表》《教师情感支持》和《家庭功能量表》对188名留守儿童及其家长进行问卷调查。结果显示，留守儿童家庭功能负向预测幸福感，教师情感支持在留守儿童家庭功能与幸福感之间起中介作用；留守儿童监护类型对“家庭功能–教师情感支持–幸福感”的前半段具有调节作用：对于祖辈和亲戚监护的留守儿童，家庭功能显著预测教师情感支持；而父母一方监护的留守儿童家庭功能不能显著地预测教师情感支持。本研究结果表明，教师情感支持中介了留守儿童家庭功能对幸福感的影响，并且这一中介作用受监护类型的影响。
To explore the relationship between family function and well-being in left-behind children and the roles of teacher emotional support and guardianship type in left-behind children, using the Happiness Index Scale, Teacher Emotional Support and Family Function Questionnaires, 188 left-behind children and their parents were investigated in the study. The results showed that, family function of left-behind children negatively predicted well-being, and teacher emotional support mediated between family function and well-being in left-behind children; the guardianship types for left-behind children had moderated effect on the first half of “family function-teacher emotional support-well-being”. For left-behind children under the guardianship of grandparents and relatives, family function significantly predicted teacher emotional support; for left-behind children supervised by one parent, the family function did not significantly predict the teacher emotional support. The results indicate that teacher emotional support mediates the influence of family function on well-being of left-behind children, and this mediating effect is affected by the guardianship types.