长处和困难问卷 的翻译结果

  本文关键词：长处和困难问卷（SDQ）中文版的信度和效度研究，由笔耕文化传播整理发布。

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精神病学

心理学

儿科学

长处和困难问卷

     Methods: 3068 students of 10 schools in Shanghai were involved in this study,with stratified and random sampling employed. Their personality traits were evaluated with Eysenck Personality Inventory and mental health status was tested with the strengths and difficulties questionnaire (SDQ).

     方法采用系统分层随机抽样的方法对上海市10所中学的3068名学生进行互联网过度使用的筛查,并用长处和困难问卷(Strengths and Difficulties Questionnaire,SDQ)及艾森克个性问卷(Eysenck Personality Questionnaire,EPQ)进行评估。

短句来源

     Objective: To develop the norm of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in Shanghai and to test the reliability and validity of the questionnaire.

     目的建立长处和困难问卷(SDQ)(父母版)的上海地区常模,并对其进行信度、效度检验。

短句来源

     To develop the norm of Children's Strengths and Difficulties Questionnaire(for teachers,SDQ) in Shanghai and to test its clinical reliability,we asked 2128 students from 12 nursery schools and primary-middle schools in Shanghai to complete SDQ and retested them with SDQ six weeks later.

     目的:建立儿童长处和困难问卷(SDQ)(教师用表)的上海地区常模,并对其进行信度和效度检验。 方法:对上海市12所幼儿园和中小学校的2128名学生进行长处和困难问卷(教师用表)的评定,并对其中的47名预备班(6年级)学生间隔六周进行了再次评定。

短句来源

     Objective To develop the norm of children strengths and difficulties questionnaire (SDQ, the edition for students) in Shanghai and to test the reliability and validity of the questionnaire.

     目的建立长处和困难问卷(SDQ)(学生版)的上海地区常模,并对其进行信度、效度检验。

短句来源

     Formulation of Children Strengths and Difficulties Questionnaire (the Edition for Students) for Shanghai Norm

     长处和困难问卷(学生版)上海常模的制订

短句来源

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     Reliability and Validity of the Chinese Version of the SDQ

     长处和困难问卷（SDQ）中文版的信度和效度研究

短句来源

     So it is suitable to assess the behaviors of children and adolescents in Shanghai with SDQ.

     结论:长处和困难问卷((教师用表)适合于上海地区儿童和青少年的行为评估。

短句来源

     Methods:Diagnostic Questionnaire for Internet Addiction(YDQ),Strength and Difficulties Questionnaire(SDQ),Eysenck Personality Questionnaire(EPQ),The screen for child anxiety related emotional disorders(SCARED),Family Assessment Device(FAD),The self-Esteem Scale(SES)were used to investigate 2252 middle school students.

     方法:使用Beard修订的网络成瘾诊断问卷(YDQ)、长处和困难问卷(SDQ)、艾森克个性问卷(EPQ)、儿童焦虑性情绪筛查表(SCARED)、家庭功能量表(FAD)、自尊量表(SES)、对2252名中学生进行调查。

短句来源

     Methods The parents of 47 ADHD children completed the SDQ while the norm in Shanghai as a control group.

     方法采用长处和困难问卷(父母版)对47例注意缺陷多动障碍儿童及47例同年龄、同性别的上海常模组儿童进行评定比较分析。

短句来源

     Methods: The parents of 2128 students who came from 12 primany-middle school and nursery school in Shanghai completed SDQ and the parents of 47 students completed SDQ retest six weeks later.

     方法对上海市的幼儿园和中小学12所2128名学生进行长处和困难问卷(父母版)的评定,对其中的47名学生间隔六周进行重测。 结果对长处和困难问卷(父母版)进行标准化,制定了上海地区常模。

短句来源

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     A Study on the Strengths and Difficulties Questionnaire(SDQ)

     长处和困难问卷研究

短句来源

     Formulation of Children Strengths and Difficulties Questionnaire (the Edition for Students) for Shanghai Norm

     长处和困难问卷(学生版)上海常模的制订

短句来源

     Reliability and Validity of the Chinese Version of the SDQ

     长处和困难问卷（SDQ）中文版的信度和效度研究

短句来源

     Reliability and validity of "children strengths and difficulties questionnaire" in Shanghai norm

     儿童长处和困难问卷(父母版)上海常模的信度和效度

短句来源

     A study on ADHD children with the Strengths and Difficulties Questionnaire(the edition for parents)

     长处和困难问卷(父母版)在注意缺陷多动障碍中的应用

短句来源

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  strengths and difficulties questionnaire

Die Auftretensh?ufigkeit psychischer Auff?lligkeiten wurde anhand der Angaben über Symptome und Belastung im Strengths and Difficulties Questionnaire (SDQ) und weiterer standardisierter Screening-Verfahren ermittelt.

The present study examined the potential suitability of the Strengths and Difficulties Questionnaire (SDQ) for this role.

Using the Strengths and Difficulties Questionnaire (Goodman R (1994) A modified version of the Rutter parent questionnaire including items on children's strenghts: a research note.

The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version

The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was administered to two samples of 11-16 year olds: 83 young people in the community and 116 young people attending a mental health clinic.

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Objective: To develop the norm of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in Shanghai and to test the reliability and validity of the questionnaire. Methods: The parents of 2128 students who came from 12 primany-middle school and nursery school in Shanghai completed SDQ and the parents of 47 students completed SDQ retest six weeks later. Results: The SDQ was standardized and the ordinary model was that made. The reliability test showed that the α codfficient of the whole...

Objective: To develop the norm of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in Shanghai and to test the reliability and validity of the questionnaire. Methods: The parents of 2128 students who came from 12 primany-middle school and nursery school in Shanghai completed SDQ and the parents of 47 students completed SDQ retest six weeks later. Results: The SDQ was standardized and the ordinary model was that made. The reliability test showed that the α codfficient of the whole Cronbach questionnaire was 0.784, the association coefficient between the items and factors varied from 0.321 to 0.769, the reasessed association coefficient after six weeks was 0.717, and the reassessed value of the factors varied from 0.434 to 0.787. The Validity test showed there were associadtion between SDQ and Conners Parent Questionnaire among those factors the associadtion of prosocial behavior was negative, and the differences of the factors and total scores between abnormal sample and normal sample were significant (t=5.733~12.375 , P<0.001). Conclusion: The SDQ can be used to assess the children and adolescent in Shanghai .

目的建立长处和困难问卷(SDQ)(父母版)的上海地区常模,并对其进行信度、效度检验。方法对上海市的幼儿园和中小学12所2128名学生进行长处和困难问卷(父母版)的评定,对其中的47名学生间隔六周进行重测。结果对长处和困难问卷(父母版)进行标准化,制定了上海地区常模。信度检验:总问卷Cronbach的α系数为0.784;条目与因子分之间的相关系数在0.321-0.769;间隔6周问卷总分的重测相关系数为0.717,各因子的重测相关系数在0.434-0.787;效度检验:长处和困难问卷(父母版)和Conners父母问卷(PSQ)所有评分相关,其中社会行为呈负相关;异常样本与常模样本各因子分和总分差异显著(t=5.733-12.375,P<0.001)。结论长处和困难问卷(父母版)适合于上海地区儿童青少年的评估。

Objective To evaluate the practicality of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in children with the ADHD. Methods The parents of 47 ADHD children completed the SDQ while the norm in Shanghai as a control group. Results The item score of the ADHD children were significantly different from those of the controls. The total score and the factor score of the ADHD children were higher than those of the controls(t=22.701-3.703,P﹤0.01).(3) The sensitivity of hyperactivity index...

Objective To evaluate the practicality of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in children with the ADHD. Methods The parents of 47 ADHD children completed the SDQ while the norm in Shanghai as a control group. Results The item score of the ADHD children were significantly different from those of the controls. The total score and the factor score of the ADHD children were higher than those of the controls(t=22.701-3.703,P﹤0.01).(3) The sensitivity of hyperactivity index of the SDQ was 83.3%, and the specificity and the accuracy of the SDQ were respectively 76.6 %and 80.0%.Conclusion Using the SDQ (the edition for parents) can differentiate ADHD children from normal children.

目的评估长处和困难问卷(父母版)在注意缺陷多动障碍中的实用性。方法采用长处和困难问卷(父母版)对47例注意缺陷多动障碍儿童及47例同年龄、同性别的上海常模组儿童进行评定比较分析。结果长处和困难问卷内容评定,研究组除新环境中会黏住大人、跟大人相处比跟小孩融洽和对很多事物感到害怕三项,其余条目得分均显著高于对照组(P<0.01);因子分及总分评定均高于对照组(P<0.01);对注意缺陷多动障碍儿童的诊断灵敏度为83.3%,特异度为76.6%,诊断符合率为80.0%。结论长处和困难问卷(父母版)能可靠、敏感地区别注意缺陷多动障碍与正常儿童,可应用于家长对注意缺陷多动障碍儿童的评估。

Objective To investigate the incidence of internet overuse (IOU) in middle school students,and to explore the related factors to internet overuse.Methods Using the Diagnostic Questionnaire for Internet Addiction (YDQ),Strength and Difficulties Questionnaire (SDQ),Eysenck Personality Questionnaire (EPQ) the edition for children,Adolescence Time Management Disposition Scale (ATMD),we investigated 2 620 middle school students.According to the YDQ criterion and clinical interview,64 students who were diagnosed as...

Objective To investigate the incidence of internet overuse (IOU) in middle school students,and to explore the related factors to internet overuse.Methods Using the Diagnostic Questionnaire for Internet Addiction (YDQ),Strength and Difficulties Questionnaire (SDQ),Eysenck Personality Questionnaire (EPQ) the edition for children,Adolescence Time Management Disposition Scale (ATMD),we investigated 2 620 middle school students.According to the YDQ criterion and clinical interview,64 students who were diagnosed as internet overuse,and 64 students diagnosed as being normal in internet usage were included as controls.Results The incidence rate of IOU in this sample was 2.4%. IOU group had significantly higher scores on the SDQ subscales of emotional symptoms,conduct problems, hyperactivity,total difficulties and less scores on the subscales of prosocial behaviors (P＜0.05-P＜0.01), and had higher scores on the SCARED subscales of somatization/panic,general anxiety,social phobia, school phobia,and dissociative anxiety than controls (P＜0.01 ).IOU group had significantly higher scores on the EPQ subscales of neuroticism,psychoticism and less scores on the subscales of lie (P＜0.01 ),and less scores on the TAMD subscales of sense of time control,sense of time efficacy,sense of time management than controls (P＜0.05-P＜0.01).Conditioned logistic analysis showed that the factors of hyperactivity,prosocial behaviors,general anxiety were associated with IOU.Conclusion The middle school students with IOU have more behavioral and emotional problems,which may be related to internet overuse.

目的了解中学生互联网过度使用(IOU)状况,探讨中学生IOU的影响因素。方法采用Beard修订的Young的诊断问卷、长处和困难问卷(SDQ)、儿童焦虑性情绪障碍筛查表(SCARED)、艾森克个性问卷(EPQ)和青少年时间管理倾向量表(ATMD)对2620名中学生进行调查。对筛查出的IOU学生(IOU组,64例)及其下一学号的学生(对照组,64名)进行诊断性访谈。结果(1)中学生IOU的发生率为2.4%(64例)。(2)SDQ：IOU组的情绪症状、品行问题、多动注意不能及困难总分高于对照组,而社会行为评分低于对照组(均P＜0.05～0.01)。(3)SCARED：IOU组的躯体化/惊恐、广泛性焦虑、分离性焦虑、社交恐怖、学校恐怖及焦虑总分均高于对照组(均P＜0.01)。(4)EPQ：IOU组的精神质、神经质评分高于对照组,而掩饰评分低于对照组(均P＜0.01)。(5)ATMD：IOU组的时间监控观、时间效能感、时间价值感及时间管理倾向总分均低于对照组(均P＜0.05～0.01)。(6)条件Logistic回归分析显示多动注意不能和广泛性焦虑是IOU的危险因素,而社会行为是IOU的保护因素。结论IO...

目的了解中学生互联网过度使用(IOU)状况,探讨中学生IOU的影响因素。方法采用Beard修订的Young的诊断问卷、长处和困难问卷(SDQ)、儿童焦虑性情绪障碍筛查表(SCARED)、艾森克个性问卷(EPQ)和青少年时间管理倾向量表(ATMD)对2620名中学生进行调查。对筛查出的IOU学生(IOU组,64例)及其下一学号的学生(对照组,64名)进行诊断性访谈。结果(1)中学生IOU的发生率为2.4%(64例)。(2)SDQ：IOU组的情绪症状、品行问题、多动注意不能及困难总分高于对照组,而社会行为评分低于对照组(均P＜0.05～0.01)。(3)SCARED：IOU组的躯体化/惊恐、广泛性焦虑、分离性焦虑、社交恐怖、学校恐怖及焦虑总分均高于对照组(均P＜0.01)。(4)EPQ：IOU组的精神质、神经质评分高于对照组,而掩饰评分低于对照组(均P＜0.01)。(5)ATMD：IOU组的时间监控观、时间效能感、时间价值感及时间管理倾向总分均低于对照组(均P＜0.05～0.01)。(6)条件Logistic回归分析显示多动注意不能和广泛性焦虑是IOU的危险因素,而社会行为是IOU的保护因素。结论IOU学生存在着更多的行为、情绪问题,可能是互联网过度使用的影响因素。

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  本文关键词：长处和困难问卷（SDQ）中文版的信度和效度研究，由笔耕文化传播整理发布。