中华行为医学与脑科学杂志
中華行為醫學與腦科學雜誌
중화행위의학여뇌과학잡지
CHINESE JOURNAL OF BEHAVIORAL MEDICINE AND BRAIN SCIENCE
2009年
1期
65-67
,共3页
隔代养育%初中生%行为问题%情绪问题
隔代養育%初中生%行為問題%情緒問題
격대양육%초중생%행위문제%정서문제
Grandparents-as-parents%Junior high school students%Behavioral problem%Emotional problem
目的 比较0～3岁时分别采用隔代养育、亲子养育的初中生的行为、情绪是否存在差异.方法 采用一般情况问卷(自拟)、青少年自评量表(YSR)、青少年生活事件自评量表(ASLEC)对某初中66名0～3岁时隔代养育初中生(研究组)和67名0～3岁时亲子养育的初中生(对照组)进行测评.结果 隔代养育经历初中生YSR量表的不适体诉、社交、思维、违纪行为、攻击行为、外向性分量表得分以及YSR量表总分同对照组相比差异具有统计学意义:不适体诉[(2.93±2.83)分,(2.00±2.35)分,t=2.08,P＜0.05];社交问题[(3.56±2.20)分,(2.42±1.99)分,t=3.15,P＜0.01];思维问题[(3.29±3.26)分,(2.16±2.29)分,t=2.30,P＜0.05];违纪行为[(2.77±2.33)分,(2.01±1.60)分,t=2.19,P＜0.05];攻击行为[(7.89±6.32)分,(5.96±4.66)分,t=2.01,P＜0.05];外向性[(10.67±8.07)分,(7.97±5.61)分,t=2.19,P＜0.05];YSR总分[(42.64±22.76)分,(33.61±19.25)分,t=2.47,P＜0.05].在控制了生活事件量表总分的混杂因素的影响后协方差统计分析的结果显示,隔代养育经历初中生只在YSR量表的社交问题分量表得分同对照组相比差异具有统计学意义[3.454分,2.523分,F=7.351,P＜0.01].结论 初中生的行为、情绪可能受多方面因素的影响;婴幼儿期的隔代养育经历对初中生的社交方面存在着影响;隔代养育时祖辈对被养育儿社交能力的培养可能需要加强.
目的 比較0～3歲時分彆採用隔代養育、親子養育的初中生的行為、情緒是否存在差異.方法 採用一般情況問捲(自擬)、青少年自評量錶(YSR)、青少年生活事件自評量錶(ASLEC)對某初中66名0～3歲時隔代養育初中生(研究組)和67名0～3歲時親子養育的初中生(對照組)進行測評.結果 隔代養育經歷初中生YSR量錶的不適體訴、社交、思維、違紀行為、攻擊行為、外嚮性分量錶得分以及YSR量錶總分同對照組相比差異具有統計學意義:不適體訴[(2.93±2.83)分,(2.00±2.35)分,t=2.08,P＜0.05];社交問題[(3.56±2.20)分,(2.42±1.99)分,t=3.15,P＜0.01];思維問題[(3.29±3.26)分,(2.16±2.29)分,t=2.30,P＜0.05];違紀行為[(2.77±2.33)分,(2.01±1.60)分,t=2.19,P＜0.05];攻擊行為[(7.89±6.32)分,(5.96±4.66)分,t=2.01,P＜0.05];外嚮性[(10.67±8.07)分,(7.97±5.61)分,t=2.19,P＜0.05];YSR總分[(42.64±22.76)分,(33.61±19.25)分,t=2.47,P＜0.05].在控製瞭生活事件量錶總分的混雜因素的影響後協方差統計分析的結果顯示,隔代養育經歷初中生隻在YSR量錶的社交問題分量錶得分同對照組相比差異具有統計學意義[3.454分,2.523分,F=7.351,P＜0.01].結論 初中生的行為、情緒可能受多方麵因素的影響;嬰幼兒期的隔代養育經歷對初中生的社交方麵存在著影響;隔代養育時祖輩對被養育兒社交能力的培養可能需要加彊.
목적 비교0～3세시분별채용격대양육、친자양육적초중생적행위、정서시부존재차이.방법 채용일반정황문권(자의)、청소년자평량표(YSR)、청소년생활사건자평량표(ASLEC)대모초중66명0～3세시격대양육초중생(연구조)화67명0～3세시친자양육적초중생(대조조)진행측평.결과 격대양육경력초중생YSR량표적불괄체소、사교、사유、위기행위、공격행위、외향성분량표득분이급YSR량표총분동대조조상비차이구유통계학의의:불괄체소[(2.93±2.83)분,(2.00±2.35)분,t=2.08,P＜0.05];사교문제[(3.56±2.20)분,(2.42±1.99)분,t=3.15,P＜0.01];사유문제[(3.29±3.26)분,(2.16±2.29)분,t=2.30,P＜0.05];위기행위[(2.77±2.33)분,(2.01±1.60)분,t=2.19,P＜0.05];공격행위[(7.89±6.32)분,(5.96±4.66)분,t=2.01,P＜0.05];외향성[(10.67±8.07)분,(7.97±5.61)분,t=2.19,P＜0.05];YSR총분[(42.64±22.76)분,(33.61±19.25)분,t=2.47,P＜0.05].재공제료생활사건량표총분적혼잡인소적영향후협방차통계분석적결과현시,격대양육경력초중생지재YSR량표적사교문제분량표득분동대조조상비차이구유통계학의의[3.454분,2.523분,F=7.351,P＜0.01].결론 초중생적행위、정서가능수다방면인소적영향;영유인기적격대양육경력대초중생적사교방면존재착영향;격대양육시조배대피양육인사교능력적배양가능수요가강.
ObjectiveTo evaluate whether the junior high school students reared by their grandparents in 0～3 years old have more emotional and behavioral problems than their counterparts who reared by birth parents since birth. MethodsThis study was carried out to compare emotional and behavioral outcomes,using Youth Self-Report(YSR) between junior high school students reared by their grandparents in 0～3 years old and junior high school students reared by birth parents since their birth. ResultsTwo-sample test showed that the study group had significantly higher raw scores of the YSR sub-scale of somatic complaint[(2.93±2.83) vs (2.00±2.35),t=2.08,P＜0.05],social problems[(3.56±2.20) vs (2.42±1.99),t=3.15,P＜0.01],thought problems[(3.29±3.26) vs (2.16±2.29),t=2.30,P＜0.05],delinquency [(2.77±2.33) vs 2.01±1.60),t=2.19,P＜0.05] ,aggression[(7.89±6.32) vs 5.96±4.66),t=2.01,P＜0.05],externalizing problems [(10.67±8.07) vs (7.97±5.61),t=2.19,P＜0.05]and total problems [(42.64±22.76) vs (33.61±19.25),t=2.47,P＜0.05]than the comparison group. Analysis of covariance (ANCOVA) was used to control the effects of live events stress. The following analyses showed that the two groups showed no significant difference except for social problems (P＜0.05). ConclusionMany factors that affect mental health of the junior high school students. There is a significant differences in the social problems between the junior high school students reared by grandparents from infancy to the toddler stage and their counterparts. The grandparents should pay more attention to help their grandchildren developing social skills in their babyhood.
