随着我国经济的飞速发展，由于众多农村劳动者进入城市就业，其子女则留守农村成为留守儿童。面对数百万的农村留守儿童，国家多次提出要健全农村留守儿童的关爱服务体系，促进其身心健康与发展。虽然已有研究对农村留守儿童的身心发展进行了考察，但仍有较多问题尚未涉及或未得到一致结论。首先，以往研究多关注留守儿童的亲子关系，忽视了在父母外出后，与留守儿童的生活和发展密切相关的主要照顾者、同伴以及老师的情况。其次，以往研究多关注亲子依恋对留守儿童心理行为问题的影响，缺少对积极心理品质的考察，不利于从积极发展的角度促进留守儿童的发展。因此，本研究首先聚焦了农村留守儿童与父母、主要照顾者、同伴以及老师的多重依恋情况，详细考察了农村留守儿童多重依恋的特点，并分析农村留守儿童与父母之外的重要他人的依恋对其发展的影响。进而，在共情依恋视角理论和共情的关系框架理论的启发下，本研究重点探讨了农村留守儿童的多重依恋对共情这一积极心理品质的影响。通过从特质共情和状态共情两个方面出发，运用问卷追踪调查和情境测评的综合研究方法，本研究深入分析了农村留守儿童的多重依恋对共情的影响机制。最后，整合研究结果和已有理论，本研究尝试提出了农村留守儿童共情的多重依恋视角整合理论框架。具体而言：

研究1包括2902名9 ~ 16岁的农村学校学生，采用《父母同伴依恋量表》，通过问卷调查考察了农村留守儿童的多重依恋情况，并对其进行了潜在剖面分析，结果发现，农村留守儿童的多重依恋处于中等偏上水平，其多重依恋有三个主要类型：不良型、中等型和良好型，且每种类型中依恋的水平趋于一致。不同依恋之间未表现出相互补偿的现象，而是表现出了累积效应。

研究2依据共情发展的依恋视角理论，通过两个子研究（研究2a和研究2b）进一步考察了多重依恋对农村留守儿童特质共情的影响。由于已有的共情量表缺少对行为层面共情的评估，因此，为更全面了解农村留守儿童的共情情况，研究2a翻译和修订了包含行为层面共情的《儿童青少年共情量表》，共有1107名农村学生参与调查。经过分析验证，该量表信效度良好，适用于对农村留守儿童共情的评估。

研究2b，运用研究2a修订后的《儿童青少年共情量表中文修订版》和《父母同伴依恋量表》，通过每隔半年、共计3次的追踪研究，对662名9 ~ 16岁的农村留守儿童进行了问卷调查。研究分别从特异性假说和主导性假说的角度，考察了多重依恋对农村留守儿童特质共情的影响机制。结果发现：多重依恋对农村留守儿童的特质共情具有正向预测效应，其中同伴依恋、照顾者依恋和师生依恋的影响更显著。亲子依恋可通过同伴依恋、照顾者依恋和师生依恋正向预测共情，研究结果部分符合特异性假说，更加支持主导性假说。

根据共情的关系框架理论，研究3关注了状态共情，尤其农村留守儿童在不同关系亲密度情境下的共情情况。通过陌生人情境和同伴情境，研究3针对208名农村留守儿童，考察了不同多重依恋类型的农村留守儿童的状态共情差异。共情的情绪类型包括了积极情绪（喜悦）和消极情绪（悲伤、害怕）。结果发现：（1）在陌生人和同伴情境中，共情水平按照不良型、中等型和良好型的顺序依次增高；（2）农村留守儿童对陌生人的共情水平高于对同伴的共情，而且对陌生人消极情绪的共情水平最高，而对同伴的积极情绪共情水平最高。（3）留守儿童中，母亲外出、年龄越大、SES水平越低的男生，其多重依恋和共情水平可能越低。

综上，从理论上，本研究验证了共情发展的依恋视角理论在农村留守儿童群体中的适用性，通过发现多重依恋中亲子依恋对其他依恋的主导性影响，扩展了该理论的相关内容。同时，本研究补充和丰富了共情的关系框架理论的实证研究，揭示了农村留守儿童状态共情的特点，及多重依恋、性别、留守类型等的调节效应。整合研究结果，在共情发展的依恋视角理论和共情的关系框架理论的基础上，本研究还尝试构建了农村留守儿童共情的多重依恋视角整合理论框架，为未来相关研究提供理论参考。从实践上，本研究修订了适宜测评农村留守儿童共情的量表，分析了农村留守儿童的多重依恋和共情特点，研究结果不仅有助于全面揭示农村留守儿童多重依恋和共情的情况，了解多重依恋对共情的影响机制，也为从多重依恋的角度干预共情提供了理论依据，有助于促进农村留守儿童的心理健康和社会适应。

With the rapid development of China’s economy, a large number of rural residents move to major cities in search of works and their children are left behind in the countryside. These children have been referred to as left-behind children (LBC). The government has repeatedly proposed to improve the service systems for caring LBC to promote their physical and mental health. Although previous studies have conducted surveys on the physical and mental development of LBC, there remains many issues that have not been involved or have not reached consistent conclusions. Firstly, compared to the studies on the parent-child relationship of LBC, the relationships among LBC and their primary caregivers, peers and teachers who are closely related to the living situation and development of LBC have drawn limited attention. Accordingly, the current study firstly focused on the multiple attachments of LBC. The multiple attachments included LBC’s parent-child attachment, primary caregiver attachment, peer attachment and teacher-student attachment. The characteristics of multiple attachments had been examined, as well as the impact of attachments to significant others other than parents on LBC’s development. Secondly, major of previous studies only focused on the influence of parent-child attachment on LBC’s psychological and behavioral problems, few studies have explored LBC’s positive psychological traits. It is not conducive to promoting the development of LBC from positive perspective. As empathy is a positive psychological trait, the current study explored the impact of multiple attachment on LBC’s empathy, which was inspired by the attachment perspective theory of empathy development (APTED; Stern & Cassidy, 2018) and the relationship framework theory of empathy (RFTE; Main & Kho, 2019). Given the division of trait empathy and state empathy, this study analyzed the influential mechanism of multiple attachment on empathy of LBC by using questionnaires (trait empathy) and situational assessments (state empathy). Finally, by integrating the results and existing theories, the current study attempted to put forward an integrated theoretical framework of multiple attachment perspective for LBC’s empathy.

A total of 2902 rural students aged 9 to 16 years were involved in Study 1. In order to examine the characteristics of LBC’s multiple attachments, participants completed the Inventory of Parent and Peer Attachment (IPPA). Descriptive analysis and latent profile analysis were conducted to the data. The results showed that LBC’s multiple attachments were at the average levels, and there were three main types of multiple attachment: Poor type, moderate type, and good type. The levels of multiple attachments in each type tended to be consistent. There was no mutual compensation between different attachments, but a cumulative effect.

In Study 2, according to the APTED, two sub-studies (Study2a and Study 2b) were conducted to further examine the impact of multiple attachments on LBC’s trait empathy. Due to the lack of assessment of behavioral empathy in the existing Chinese scales of empathy, Study 2a translated the Empathy Questionnaire for Children and Adolescents (EmQue-CA) into Chinese and explored its psychometric properties and measurement invariance across gender. A total of 1107 rural students participated in the survey. The Chinese revised version of the EmQue-CA showed good reliability and validity in the current study, and indicated it is suitable for the assessment of LBC’s empathy.

In Study 2b, 662 LBC aged 9 to 16 were surveyed by using the Chinese revised version of the EmQue-CA and the IPPA. From the perspective of specificity hypothesis and dominant hypothesis, the current study used a longitudinal design by survey in every six months for three times to investigate the impact of multiple attachment on LBC’ empathy. The results showed that multiple attachments (including parent-child attachments, peer attachment, primary caregiver attachment and teacher-student attachment) had significantly positive predictive effects on trait empathy of LBC. Moreover, parent-child attachments positively predicted the development of empathy through peer attachment, primary caregiver attachment and teacher-student attachment, and the results were more supported dominant hypothesis than specificity hypothesis.

According to the RFTE, state empathy in different situations and the empathic reactions to individuals with different intimacy should be involved when exploring empathy. In order to examine state empathy, especially the LBC’s state empathy in different relationship intimacy situations, 208 LBC were investigated respectively in stranger and peer situations in Study 3. We firstly compiled context materials for evaluating state empathy, and then investigated the state empathy of LBC with different profiles of multiple attachments in stranger and peer situations. The types of emotions in the situations included positive emotion (happy) and negative emotions (sadness, fear) in the current study. The results showed that: (1) In both situations of strangers and peers, the levels of multiple attachments in LBC increased in the order of poor type, moderate type, and good type; (2) The levels of state empathy of LBC to strangers was higher than that to peers, and the levels of state empathy for strangers’ negative emotions was the highest, while the levels of empathy for peers’ positive emotions was the highest; (3) LBC who were boys from families with mother migrant and with older age and lower socioeconomic status (SES) tended to show lower levels of multiple attachments and state empathy.

To sum up, the current study theoretically verified the applicability of the APTED in LBC, and expanded the relevant content of the theory by finding the dominant influence of parent-child attachment on trait empathy in multiple attachments. Meanwhile, this study supplemented and enriched the empirical research on the RFTE, and found the characteristics of state empathy of LBC, as well as the moderating effects of multiple attachment, gender and left-behind type. Based on the APTED and the RFTE, the current study also tried to construct an integrated theoretical framework of multiple attachment perspective of empathy for LBC, which providing theoretical reference for future research. In terms of practical significance, this study revised the appropriate measurement for LBC’s empathy, and analyzed the characteristics of multiple attachments and empathy in LBC. The results not only contributed to fully exploring the mechanisms between LBC’s multiple attachments and empathy, understanding the mechanism of multiple attachment on empathy, but also were beneficial to the intervention of empathy from the perspective of multiple attachment, and promoted the mental health and social adaptation of LBC.