中文摘要：

目的：调查留守学生负性生活事件状况和特点,为留守学生的心理教育和干预提供参考依据.方法：采用调查设计,对重庆市25个区县13035名中小学生发放问卷,回收有效问卷12938份.其中非留守学生3057人,留守学生9881人（父母均在外工作的7728人,仅父亲在外的1622人,仅母亲在外的531人）.用自编调查表调查样本的基本情况和父母外出情况,用青少年生活事件量表（Adolescent Self-Rating Life Events Check List,ASLEC）调查样本的生活事件发生水平.结果：父母均在外和仅母亲在外的留守学生的ASLEC总分和各因子分均高于仅父亲在外的留守学生和非留守学生（均P＜0.05）;留守女生在人际关系[（10.4±5.3）vs.（9.7±5.0）]和学习压力[（10.4±5.3） vs.（9.6±5.1）]两个因子上的得分高于留守男生（均P ＜0.001）,在受处罚[（11.0±8.2）vs.（11.5±7.8）,P＜0.01]和其他[（4.9±4.4）vs.（5.9±4.5）,P＜0.001]两个因子上的得分低于留守男生;父母离婚的留守学生的ASLEC总分[（49.1±25.6） vs.（47.4±25.4）,P＜0.05]和受处罚[（11.9±7.9） vs.（11.1±8.0）,P＜0.001]、健康与适应问题[（7.0±4.4） vs.（6.7±4.3）,P＜0.05]、其他[（5.8±4.6）vs.（5.4±4.6）,P＜0.01]三个因子上的得分均高于父母未离婚的留守学生.留守初中生和留守高中生的ASLEC总分和各因子分均比留守小学生高（P＜0.05）;每三天以内和父母交流一次的留守学生的负性生活事件得分要低于其他交流频率的留守学生（P＜0.05）.结论：双亲在外、母亲在外、父母离婚、与父母沟通少的留守学生生活事件发生水平更高,尤其是留守中学生.留守女生面临着更多的人际关系和学习压力生活事件和更少的受处罚和其他类型的生活事件.

英文摘要：

Objective：To investigate the situation and traits of negative life events in the left-behind students.Methods：With layer-cluster sampling,13 035 students from 25 districts of Chongqing were selected,and the effective subjects were 12 938,including 9881 left-behind students （parents-going-out 7728,father-going-out 1622,mother-going-out 531） and 3057 un-left-behind students.They were surveyed with the self-made questionnaire to reveal their base situation and parents going-out situation and assessed with the Adolescent Self-Rating Life Events Check List （ASLEC） to evaluate their life events levels.Results：The ASLEC total scores and factor scores were higher in the parents-going-out and mother-going-out left-behind students than in the father-going-out left-behind students and un-left-behind students （Ps ＜ 0.05）.In terms of left-behind students,the interpersonal factor scores and study burden factor scores were higher in girls than in boys（Ps ＜0.001）,while the punishment factor scores and other factor scores were lower in girls than in boys（Ps ＜ 0.01）.The ASLEC total scores[（49.1 ± 25.6）vs.（47.4 ± 25.4）] and the scores of punishment factor,health and adaptability factor and other factor were higher in those parents were divorced than in those whose parents were un-divorced （Ps ＜0.05）.The ASLEC total scores and factor scores were higher in junior middle school students and senior high school students than in primary school students （P ＜ 0.05）.Left-behind students with other communication frequency met more life events than those who communicated with parents less than every three days one time（Ps ＜ 0.05）.Conclusion：It suggests that the left-behind students with parents-going-out,mother-going-out,parents-divorced and lower communication frequency with parents may have severer negative life events levels,especially middle school students.The left-behind girl students may encounter more study burden and interpersonal life events,while less punishment and othe