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家庭何以成为基石？——拒学学生成功复学的支持路径研究

How Does the Family Become a Cornerstone? Investigating Support Pathways for Successful School Re-entry Among Students with School Refusal

Psychology of China / 2025,7(12): 1658-1666 / 2026-01-06 99 69

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• Authors: 张秋艳¹² 程晓燕³ 顾雯⁴ 谌美东⁴ 乔志宏⁴
• Information:

  1．广州商学院心理健康教育与咨询中心，广州；
  2．北京师范大学未来教育学院，珠海；
  3．广州实验中学，广州；
  4．北京师范大学心理学部，北京

• Keywords:
  School refusal; Re-entry support path; Family system; Functional behavior assessment (FBA); University freshmen
  拒学; 复学支持路径; 家庭系统; 功能性行为评估（FBA）; 大一新生
• Abstract: Purpose: This study aims to explore the motivational mechanisms and support pathways of students returning to campus by retrospectively tracing typical cases of successful re-entry. It provides an in-depth analysis of the “cornerstone” role played by the family system during the transition from school refusal to re-entry. Methods: Utilizing a retrospective survey method, the study sampled 462 university freshmen with prior school refusal experiences from 243 higher education institutions across China (ranging from “Double First-Class” universities to local undergraduate and vocational colleges). A questionnaire was developed based on the logic of Functional Behavior Assessment (FBA) and Ecological Systems Theory. Data were analyzed using multiple response analysis, crosstabulation, and Chi-square tests of independence to examine the correlation between refusal triggers and support pathways. Results: (1)The timeline of school refusal and academic interruption exhibits a significant “bimodal distribution,” peaking in the second year of junior high (Grade 8) and the third year of senior high (Grade 12). Senior high school is identified as the critical risk period for evolving into long-term academic suspension.(2)School refusal is primarily driven by “push factors” within the school ecosystem (academic pressure and campus interpersonal relationships), whereas the core “pull factor” for reentry stems significantly from the family system (71.4%).(3)A “Family Paradox” was identified: in cases where school refusal was triggered by family factors, the family’s support function is significantly impaired, leading individuals to demonstrate a clear “compensatory tendency” toward peer and social support.(4)Four precision-adaptive models were extracted: the “Systemic Compensation” model for environmental pressure, the “Support Transfer” model for family conflict, the “Pull-Offset” model for external temptations, and the “Personalized Intervention” model for atypical issues. Conclusion: The family is an indispensable cornerstone in the support pathway for re-entry, though its efficacy is moderated by the initial causes of school refusal. Interventions should capitalize on the “golden window” within the first year of re-entry. It is essential to construct an ecological support framework centered on the family, characterized by the collaborative synergy of families, schools, communities, and medical systems. 目的：本研究旨在通过逆向追溯成功复学的典型个案，探讨拒学学生重返校园的动力机制及其支持路径，深度解析家庭系统在拒学到复学过程中扮演的“基石”角色。方法：采用回顾性调查法，选取全国243所高校（涵盖从“双一流”建设高校到地方本专科院校）中曾有拒学经历的462名大一新生为研究对象。基于功能性行为评估（FBA）逻辑及生态系统理论编制问卷，运用多重响应分析、交叉表及独立性卡方检验探讨拒学诱因与支持路径的关联。结果：（1）拒学及学业中断行为在时间线上呈现显著的“初二”与“高三”双峰分布态势，且高中阶段是演变为长期停学的关键风险期。（2）拒学行为主要受学校生态系统（学业压力与校内人际）的“推力”驱动，而复学的核心“拉力”显著指向家庭系统（71.4%）。（3）识别出“家庭悖论”现象：在因家庭因素诱发的拒学个案中，家庭支持功能显著弱化，个体表现出明显的同伴与社会支持“代偿倾向”。（4）提炼出四种精准适配模式：环境压力的“系统补偿”模式、家庭冲突的“支持转移”模式、校外诱惑的“拉力对冲”模式及非典型问题的“个性化干预”模式。结论：家庭是复学支持路径中不可或缺的基石，但其效能受拒学原因的调节。干预应抓住复学一年内的黄金窗口期，构建以家庭为核心、家校社医协同联动的生态支持生态。
• DOI: https://doi.org/10.35534/pc.0712269
• Cite: 张秋艳, 程晓燕, 顾雯, 谌美东, 乔志宏. (2025). 家庭何以成为基石？——拒学学生成功复学的支持路径研究. 中国心理学前沿, 7 (12), 1658-1666.