学校赋权对中国留守儿童心理健康的影响：探究心理赋权的中介作用

The impact of school empowerment on the mental health of left-behind children in china: exploring the mediating role of psychological empowerment.

作者信息

Li Jun, Wang Lingjie, Liu Junyan, Cheng Xiaoshuang

机构信息

School of Design, Hainan Vocational University of Science and Technology, Haikou, 571126, China.

Basic Course Department, Hengshui University, Hengshui, 053000, China.

出版信息

BMC Psychol. 2025 Sep 2;13(1):1001. doi: 10.1186/s40359-025-03382-9.

DOI:10.1186/s40359-025-03382-9

PMID:40898299

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12406552/

Abstract

BACKGROUND

The mental health of left-behind children in China has become a core societal concern. This study examines the impact of school empowerment on the mental health of left-behind children through the internal pathway of psychological empowerment, aiming to address the gap in existing research on the "environment-psychology" interaction mechanism.

METHODS

A questionnaire survey was conducted among 317 left-behind children in Yunnan Province, China. The School Empowerment Scale, Psychological Empowerment Scale, and Mental Health Scale were used for measurement, and the mediator model was tested using Model 4 of SPSS PROCESS.

RESULTS

Among the left-behind children sample in this study, school empowerment exerted a direct positive impact on mental health; psychological empowerment demonstrated a substantial partial mediating effect (49.015%) between school empowerment and mental health, indicating that nearly half of the total effect of school empowerment on mental health was transmitted via psychological empowerment. Additionally, both the direct path of school empowerment to mental health and the indirect path through psychological empowerment exhibited stronger explanatory power in left-behind children compared to non-left-behind children (direct path R²: 0.206>0.180; mediation model R²: 0.374>0.340). Psychological empowerment also showed a more pronounced explanatory role in left-behind children (R²: 0.226>0.214).

CONCLUSION

This study validates the pathway of "school empowerment influencing psychological empowerment, which in turn affects mental health" among left-behind children in China. The findings not only expand the application of empowerment theory in non-Western contexts but also provide an actionable practical framework for mental health education for left-behind children in China.

摘要

背景

中国留守儿童的心理健康已成为社会核心关切。本研究通过心理赋能的内在路径，考察学校赋能对留守儿童心理健康的影响，旨在填补现有关于“环境 - 心理”互动机制研究的空白。

方法

对中国云南省的317名留守儿童进行问卷调查。使用学校赋能量表、心理赋能量表和心理健康量表进行测量，并运用SPSS PROCESS的模型4检验中介模型。

结果

在本研究的留守儿童样本中，学校赋能对心理健康产生直接的正向影响；心理赋能在学校赋能与心理健康之间表现出显著的部分中介效应（49.015%），这表明学校赋能对心理健康的总效应中近一半是通过心理赋能传递的。此外，与非留守儿童相比，学校赋能对心理健康的直接路径以及通过心理赋能的间接路径在留守儿童中均表现出更强的解释力（直接路径R²：0.206>0.180；中介模型R²：0.374>0.340）。心理赋能在留守儿童中也表现出更显著的解释作用（R²：0.226>0.214）。