[摘要] 本研究主要探索留守儿童与非留守儿童的自我概念是否存在差异以及差异是否达到显著性水平.运用由Song和Hattie(1984)编制，周国韬、贺岭峰(1996)修订的自我概念量表,分别对高邮市小学4-6年级共计188名留守儿童和非留守儿童进行测试，用SPSS11.5对数据进行处理，得出结论：①小学4-6年级的留守儿童的自我概念在能力、成就、班级、家庭、同伴、身体、自信、学业、非学业自我以及自我概念的总分上都显著低于非留守儿童。②从不同性别比较看，留守男童在自我概念各维度上均低于非留守男童，除家庭自我维度外其他维度的差异均达到显著水平；留守女童在自我概念各维度上均低于非留守女童，家庭、同伴和非学业自我上两者差异达到显著水平。③从不同年级比较看，小学四年级的留守儿童在自我概念的各维度上均低于非留守儿童，但只在家庭、身体、非学业自我以及自我概念总分上两者差异达到显著水平；六年级的留守儿童在自我概念的各维度上均低于非留守儿童，成就、同伴、学业、非学业自我以及自我概念总分上两者差异达到显著水平；五年级的留守儿童在自我概念的各维度上均低于非留守儿童，但两者差异未达到显著水平。④留守儿童的自我概念不存在显著的性别和年级差异。⑤父母一方与双方外出的留守儿童的自我概念在家庭自我维度上有极其显著的差异。
[关键词] 小学;留守儿童;自我概念
[Abstract] It’s self-concept differences and whether significant differences existed between left-behind children and unleft-behind children that study focused on. Research tested 200 left-behind children and unleft-behind children from Grade 4 to 6 in Gaoyou City on the basis of Tennessee Self Concept Scale which was established by Song and Hattie, and revised by Guotao Zhou and Lingfeng He. The conclusions obtained from SPSS11.5 data analysis are showed as following: 1. Left-behind children from Grade 4 to 6 have significant self-concept differences compared with unleft-behind children in capacity, achievement, class, family, companion, health, self-confidence , academic and non-academic self and self-concept total points. 2. Focusing on two genders, we found left-children have lower self-concept than unleft-children in all dimensions no matter boys or girls. The significant differences appeared almost all dimensions except family self in boy group, while family , companion and non-academic self achieved significant differences among girls. 3. The fourth grade left-children get lower self-concept scores in all dimensions and show significant differences in family-self, health-self, non-academic self. The sixth grade left-behind children get lower self-concept scores in all dimensions and show significant differences in achievement self, companion self, academic self, non-academic self and self-concept total points. The fifth grade get lower self-concept scores in all dimensions but have no any significant differences. 4. There are no significant self-concept differences in both gender and grade levels among left-children. 5. Left-children have significant self-concept difference in family-self on account of whether their parents are both migrant workers or one parent is migrant worker.
[Key words] Primary ; Left-behind Children; Self-concept
