家庭親密和師生依賴對學(xué)齡前兒童入園1年后多動行為的影響
發(fā)布時(shí)間：2018-10-20 17:05
【摘要】：【目的】探討家庭親密與師生依賴對學(xué)齡前兒童進(jìn)入幼兒園1年后的多動行為的影響�！痉椒ā恳�2014年深圳市龍華區(qū)7 465名新入園的學(xué)齡前兒童為研究對象,由其主要照護(hù)人填寫家庭環(huán)境量表中文版(FES-CV)和Conners父母用癥狀問卷(PSQ),評價(jià)其入園前的家庭親密狀況及入園時(shí)多動行為。1年后進(jìn)行隨訪,再次由主要照護(hù)人使用PSQ評價(jià)兒童的多動行為,由主班教師填寫師生關(guān)系量表(STRS)評價(jià)其入園第一年的師生依賴水平。校正家庭社會經(jīng)濟(jì)狀況及學(xué)齡前兒童基線時(shí)的多動指數(shù)后,應(yīng)用logistic回歸分析家庭親密、師生依賴與多動行為關(guān)聯(lián)的主效應(yīng)及交互作用�！窘Y(jié)果】學(xué)齡前兒童入園1年后多動行為的發(fā)生與家庭親密呈負(fù)關(guān)聯(lián)(OR=0.85,95%CI=0.75~0.97,P=0.01),與師生依賴的關(guān)聯(lián)無統(tǒng)計(jì)學(xué)意義(OR=1.00,95%CI=0.93~1.08,P=0.98),進(jìn)一步分析提示家庭親密和師生依賴與學(xué)齡前兒童入園1年后的多動行為的關(guān)聯(lián)存在交互作用(OR=0.96,95%CI=0.92~0.99,P=0.03)。家庭親密(OR=1.08,95%CI=0.88~1.34,P=0.47)、師生依賴(OR=1.03,95%CI=0.93~1.15,P=0.53)對學(xué)齡前兒童入園1年后多動行為的改善的影響沒有統(tǒng)計(jì)學(xué)意義�！窘Y(jié)論】家庭親密和師生依賴與學(xué)齡前兒童入園1年后新發(fā)多動行為的關(guān)系存在效應(yīng)修飾作用。
[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.
【作者單位】： 中山大學(xué)公共衛(wèi)生學(xué)院;深圳市龍華區(qū)婦幼保健院//健康教育所;
【基金】：深圳市龍華區(qū)公共事業(yè)局的資金支持
【分類號】：B844.12
，
本文編號：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.
【作者單位】： 中山大學(xué)公共衛(wèi)生學(xué)院;深圳市龍華區(qū)婦幼保健院//健康教育所;
【基金】：深圳市龍華區(qū)公共事業(yè)局的資金支持
【分類號】：B844.12
，
本文編號：2283813
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