农村留守儿童心理资本提升的团体干预研究——基于三级网络支持系统
Group Intervention Research on Enhancing Psychological Capital of Left Behind Children in Rural Areas—Based on a Three-Level Network Support System

随着中国城市化进程加速，农村留守儿童心理健康问题日益凸显，其心理资本水平显著低于非留守儿童，亟需系统性干预。本研究以积极心理学理论为基础，构建“家庭–学校–社会”三级网络支持系统，设计结构化团体干预方案，旨在探索提升留守儿童心理资本的有效路径。研究采用准实验设计，在中西部三省选取412名10~14岁留守儿童，随机分为实验组与对照组。实验组接受为期12周的团体干预，涵盖自我效能、希望、韧性、乐观四大核心维度，通过三阶段递进式活动(关系建立、核心干预、巩固迁移)结合角色扮演、沙盘游戏等技术；对照组进行常规校园活动。定量工具采用心理资本量表(PCQ-24)及心理健康量表，质性数据通过观察记录与反馈文本分析。结果显示，干预后实验组心理资本总分提升20.7% (p < 0.001)，各维度显著增长：自我效能(+28.3%)、希望(+24.6%)、韧性(+19.8%)、乐观(+17.5%)，且效果在追踪测中保持稳定。三级网络支持系统贡献显著：家庭远程互动频率提升2.9倍，学校心理课程覆盖率从37%增至82%，社会资源利用率提高78%。协同效应分析表明，同时获得家庭与学校支持的儿童心理资本增长量是单一支持的1.8倍(p < 0.01)。质性数据揭示，儿童家庭关系改善、学校归属感增强与社会支持感知提升是效果关键机制。本研究证实，基于三级网络系统的团体干预能有效激活留守儿童心理资本，其“认知重构–技能训练–生态支持”递进机制为农村心理健康服务提供了本土化范本。实践层面，模块化方案与数字化资源整合(如“云守护”APP)为留守儿童关爱服务制度化转型提供参考；理论层面，揭示了环境支持与个体心理资源的动态交互规律。未来需扩大样本多样性、延长追踪周期并深化智能支持平台建设，以促进政策保障与乡村振兴战略衔接。
With the acceleration of urbanization in China, the mental health problems of left behind children in rural areas are becoming increasingly prominent. Their psychological capital level is significantly lower than that of non left behind children, and systematic intervention is urgently needed. Based on the theory of positive psychology, this study constructs a three-level network support system of “family school society” and designs a structured group intervention plan to explore effective ways to enhance the psychological capital of left behind children. The study adopted a quasi experimental design, selecting 412 left behind children aged 10 - 14 from three provinces in central and western China, and randomly dividing them into an experimental group and a control group. The experimental group received a 12-week group intervention, covering the four core dimensions of self-efficacy, hope, resilience, and optimism, through a three-stage progressive activity (relationship building, core intervention, consolidation transfer) combined with role-playing, sandbox games, and other techniques; The control group underwent routine campus activities. The quantitative tools used are the Psychological Capital Scale (PCQ-24) and the Mental Health Scale, and qualitative data is analyzed through observation, recording, and feedback text. The results showed that after intervention, the total score of psychological capital in the experimental group increased by 20.7% (p < 0.001), with significant growth in various dimensions: self-efficacy (+