家庭亲密和师生依赖对学龄前儿童入园1年后多动行为的影响
发布时间：2018-10-20 17:05
【摘要】：【目的】探讨家庭亲密与师生依赖对学龄前儿童进入幼儿园1年后的多动行为的影响。【方法】以2014年深圳市龙华区7 465名新入园的学龄前儿童为研究对象,由其主要照护人填写家庭环境量表中文版(FES-CV)和Conners父母用症状问卷(PSQ),评价其入园前的家庭亲密状况及入园时多动行为。1年后进行随访,再次由主要照护人使用PSQ评价儿童的多动行为,由主班教师填写师生关系量表(STRS)评价其入园第一年的师生依赖水平。校正家庭社会经济状况及学龄前儿童基线时的多动指数后,应用logistic回归分析家庭亲密、师生依赖与多动行为关联的主效应及交互作用。【结果】学龄前儿童入园1年后多动行为的发生与家庭亲密呈负关联(OR=0.85,95%CI=0.75~0.97,P=0.01),与师生依赖的关联无统计学意义(OR=1.00,95%CI=0.93~1.08,P=0.98),进一步分析提示家庭亲密和师生依赖与学龄前儿童入园1年后的多动行为的关联存在交互作用(OR=0.96,95%CI=0.92~0.99,P=0.03)。家庭亲密(OR=1.08,95%CI=0.88~1.34,P=0.47)、师生依赖(OR=1.03,95%CI=0.93~1.15,P=0.53)对学龄前儿童入园1年后多动行为的改善的影响没有统计学意义。【结论】家庭亲密和师生依赖与学龄前儿童入园1年后新发多动行为的关系存在效应修饰作用。
[Abstract]:[objective] to investigate the effects of family intimacy and teacher-student dependence on preschool children's hyperactive behavior after one year's entry into kindergarten. [methods] A total of 7,465 new preschool children in Longhua District of Shenzhen City in 2014 were studied. The Chinese version of the Family Environment scale (FES-CV) and the Conners parents' symptom questionnaire (PSQ),) were used to evaluate their family intimacy and hyperactivity before they entered the school. A year later, they were followed up. The main caregivers used PSQ to evaluate children's hyperactive behavior, and the principal class teachers filled out the teacher-student relationship scale (STRS) to evaluate their teacher-student dependence level in the first year of school. After adjusting the family socioeconomic status and the baseline hyperactivity index of preschool children, logistic regression analysis was used to analyze family intimacy. [results] the occurrence of hyperactive behavior in preschool children was negatively correlated with family intimacy (OR=0.85,95%CI=0.75~0.97,P=0.01), but had no significant correlation with teacher-student dependence (OR=1.00,95%CI=0.93~1.08,P=0.98). [results] there was no statistical significance (OR=1.00,95%CI=0.93~1.08,P=0.98) between the relationship between teacher-student dependence and hyperactive behavior. [results] the incidence of hyperactive behavior in preschool children was negatively correlated with family intimacy (OR=1.00,95%CI=0.93~1.08,P=0.98). The analysis suggested that there was interaction between family intimacy and teacher-student dependence and hyperactive behavior of preschool children one year after school age (OR=0.96,95%CI=0.92~0.99,P=0.03). Family intimacy (OR=1.08,95%CI=0.88~1.34,P=0.47) and teacher-student dependence (OR=1.03,95%CI=0.93~1.15,P=0.53) had no significant effect on the improvement of hyperactive behavior of preschool children after one year in kindergarten. [conclusion] there was no significant difference between family intimacy and teacher-student dependence. The relationship has the effect of modification.
【作者单位】： 中山大学公共卫生学院;深圳市龙华区妇幼保健院//健康教育所;
【基金】：深圳市龙华区公共事业局的资金支持
【分类号】：B844.12
，
本文编号：2283813
[Abstract]:[objective] to investigate the effects of family intimacy and teacher-student dependence on preschool children's hyperactive behavior after one year's entry into kindergarten. [methods] A total of 7,465 new preschool children in Longhua District of Shenzhen City in 2014 were studied. The Chinese version of the Family Environment scale (FES-CV) and the Conners parents' symptom questionnaire (PSQ),) were used to evaluate their family intimacy and hyperactivity before they entered the school. A year later, they were followed up. The main caregivers used PSQ to evaluate children's hyperactive behavior, and the principal class teachers filled out the teacher-student relationship scale (STRS) to evaluate their teacher-student dependence level in the first year of school. After adjusting the family socioeconomic status and the baseline hyperactivity index of preschool children, logistic regression analysis was used to analyze family intimacy. [results] the occurrence of hyperactive behavior in preschool children was negatively correlated with family intimacy (OR=0.85,95%CI=0.75~0.97,P=0.01), but had no significant correlation with teacher-student dependence (OR=1.00,95%CI=0.93~1.08,P=0.98). [results] there was no statistical significance (OR=1.00,95%CI=0.93~1.08,P=0.98) between the relationship between teacher-student dependence and hyperactive behavior. [results] the incidence of hyperactive behavior in preschool children was negatively correlated with family intimacy (OR=1.00,95%CI=0.93~1.08,P=0.98). The analysis suggested that there was interaction between family intimacy and teacher-student dependence and hyperactive behavior of preschool children one year after school age (OR=0.96,95%CI=0.92~0.99,P=0.03). Family intimacy (OR=1.08,95%CI=0.88~1.34,P=0.47) and teacher-student dependence (OR=1.03,95%CI=0.93~1.15,P=0.53) had no significant effect on the improvement of hyperactive behavior of preschool children after one year in kindergarten. [conclusion] there was no significant difference between family intimacy and teacher-student dependence. The relationship has the effect of modification.
【作者单位】： 中山大学公共卫生学院;深圳市龙华区妇幼保健院//健康教育所;
【基金】：深圳市龙华区公共事业局的资金支持
【分类号】：B844.12
，
本文编号：2283813
本文链接：https://www.wllwen.com/shekelunwen/xinlixingwei/2283813.html
