文献类型：期刊文献

中文题名：他们为什么不上学?中学生拒绝上学影响因素的质性研究

英文题名：Why Don’t They Go to School?A Qualitative Research on Influencing Factors of Middle School Students’Refusal to Go to School

作者：史晓宇[1,2];阮琳燕[1];何丽[1]

第一作者：史晓宇

机构：[1]北京联合大学师范学院;[2]北京市第二中学朝阳学校

第一机构：北京联合大学师范学院

年份：2023

期号：2

起止页码：193-210

中文期刊名：社区心理学研究

外文期刊名：Community Psychology Research

基金：北京市属高校教师队伍建设支持计划优秀青年人才项目“青少年学校出勤问题的跨学科生态干预”(项目编号:BPHR202203224);北京联合大学师范学院高级别孵化项目“学校出勤困难青少年‘陪伴干预’路径探索”(项目编号:SK20202303)的资助

语种：中文

中文关键词：中学生;拒绝上学(拒学);厌学;校园压力

外文关键词：Middle School Students;Refusal to Go to School(School Refusal);Be Weary of Studying;School Stress

摘要：本文旨在探究中学生拒绝上学现象的影响因素。采用质性研究取向的个案研究法,选取北京市7名拒学中学生及其父母进行半结构式深度访谈。结果显示中学生拒绝上学与以下因素有关:一是特质鲜明,如人际敏感、完美主义的青少年;二是压力重重的校园,包括残酷的竞争与学业压力、高压高控的管理风格、面临危机的师生关系、倍感受伤的同伴群体、返校复学的重重障碍;三是环境糟糕的家庭,包括矛盾重重的父母关系、愈演愈烈的亲子冲突、日积月累的负面情绪、纠结复杂的二胎家庭、混乱失调的家庭功能;四是利弊难辨的新事物,包括网络与手机、电竞游戏、偶像练习生;五是精神医学问题,包括抑郁、焦虑状态。这些因素相互影响,最终导致了中学生拒学行为。本文提示拒学的预防与干预需要依靠家校社医的联合行动。
The objective of this study is to investigate the determinants of school refusal among middle school students in Beijing.A qualitative research methodology,specifically a case study,was employed to conduct semi-structured,in-depth interviews with seven middle school students who refused to attend school in Beijing and their parents.The findings indicate that the reluctance of middle school students to attend school is associated with several factors:teenagers with unique traits,such as interpersonal sensitivity and perfectionism;a stressful school environment characterized by intense competition,academic pressure,high-pressure and high-control management style,fractured teacher-student relationships,ostracized peer groups,and numerous obstacles to returning to school;terrible family environments,including conflicting spousal relationships,escalating parent-child conflicts,pent-up negative emotions,complex households with more than one child,and dysfunctional family dynamics;the allurement and bewilderment of new technology,such as social media,mobile phones,e-sports games,and idol trainees;and psychiatric disorders,including depression and anxiety.These factors interact and impede each other,culminating in middle school students'refusal to attend school.The findings suggest that the prevention and intervention of school refusal require a concerted effort from parents,educators,and mental health professionals.