Abstract: Because of long-term separation from parents, left-behind children are inclined to cultivate strong loneliness and salient problem behavior. Perceived discrimination may be an important risk factor influencing the loneliness and problem behavior of left-behind children and adolescents. However, there are significant differences in the impact of perceived discrimination on individuals. The protective factors possessed by individuals can reduce the negative effect of perceived discrimination. Class is a critical living environment for left-behind children and adolescents. The teacher-student and classmate relationship in class are likely to be protective factors for left-behind children and adolescents to resist the negative effect of perceived discrimination. This research aims to investigate the moderating effect of teacher-student relationship and classmate relationship between perceived discrimination and loneliness and problem behavior of left-behind children and adolescents, so as to verify whether teacher-student relationship and classmate relationship are protective factors for left-behind children and adolescents to resist negative effect of perceived discrimination. This research suppose that perceived discrimination would significantly increase the sense of loneliness and problem behavior of left-behind children and adolescents; teacher-student relationship and classmate relationship would significantly reduce the sense of loneliness and problem behavior of left-behind children and adolescents; teacher-student relationship and classmate relationship would weaken the direct effect of perceived discrimination on loneliness and problem behavior; the relationship between variables is diverse in different left-behind categories. In order to achieve the above objectives, Perceived Discrimination Scale, Teacher-Student Relationship Subscale and Classmate Relationship Subscale of Class Environment Questionnaire, Loneliness Questionnaire and problem behavior Questionnaire were administered to 894 left-behind junior middle school students from rural areas in China. The key results are as follows: (1) perceived discrimination positively predicts the loneliness and problem behavior of left-behind junior high school students; teacher-student relationship and classmate relationship negatively predict the loneliness and problem behavior of left-behind junior high school students; (2) the interactions of perceived discrimination, teacher-student relationship and mother migrant significant predictors of loneliness, simple slope analysis indicates that teacher-student relationship can weaken the correlation between perceived discrimination and loneliness of junior high school students from mother migrant families; the interactions of perceived discrimination, classmate relationship and parents migrant significant predictors of loneliness, simple slope analysis shows that classmate relationship can reduce the correlation between perceived discrimination and loneliness of junior high school students from parents migrant families. (3) the interactions of perceived discrimination, teacher-student relationship and mother migrant significant predictors of problem behavior, the interactions of perceived discrimination, teacher-student relationship and parents migrant significant predictors of problem behavior, simple slope analysis reveals that better teacher-student relationship enhances the correlation between perceived discrimination and problem behavior of junior high school student from mother migrant families and parents migrant families; the interactions of perceived discrimination, classmate relationship and mother migrant significant predictors of problem behavior, the interactions of perceived discrimination, classmate relationship and parents migrant significant predictors of problem behavior, simple slope analysis suggests that better classmate relationship promotes the correlation between perceived discrimination and problem behavior of junior high school student from mother migrant families and parents migrant families. The research showed that perceived discrimination is a risk factor influencing the loneliness and problem behavior of left-behind children and adolescents. Supportive teacher-student relationship and classmate relationship directly reduce the loneliness of left-behind children and adolescents and weaken the correlation between perceived discrimination and loneliness. However, it is noteworthy that better teacher-student relationship and classmate relationship may increase the correlation between perceived discrimination and problem behavior of left-behind children and adolescents. implications and limitations are discussed.

Key words: Perceived Discrimination, Teacher-student relationship, Classmate relationship, Loneliness, problem behavior, left-behind junior middle school students

摘要： 采用问卷法对894名农村留守初中生进行调查，探讨歧视知觉与留守初中生孤独感和问题行为的关系，并考察师生关系和同学关系的作用。结果表明，歧视知觉正向预测留守初中生的孤独感和问题行为，师生关系、同学关系负向预测留守初中生的孤独感和问题行为；师生关系削弱了歧视知觉对母亲外出留守初中生孤独感的作用，同学关系削弱了歧视知觉对双亲外出留守初中生孤独感的作用；但师生关系和同学关系增强了歧视知觉对母亲外出和双亲外出留守初中生问题行为的作用。研究结果提示，歧视知觉是影响留守初中生孤独感和问题行为的危险因素，良好的师生关系和同学关系有利于降低留守初中生的孤独感、有利于预防和减少留守初中生的问题行为。

关键词: 歧视知觉, 师生关系, 同学关系, 孤独感, 问题行为, 留守初中生