学龄前儿童心理行为问题与家庭教养行为关系的研究

摘要

Objective:To investigate the occurrence status of psychological behavior problems among preschool children and explore the relationship between children’s psychological behavior problems and family upbringing.Method:In this investigation,924 preschool children in 10 kindergartens of Meizhou were rated by their teachers and parents,using the Children’s Mental Health Screening Questionnaire,3 to 6 Years Child Home Nurture Environment Questionnaire and a general questionnaire.Result:The occurrence rate of preschool mental behavior problems was 15.9%.The detection rate of children’s psychological and behavioral problems of the only child was higher than that of the non only child.The total score of parenting behavior of the preschool children without psychological behavior problems was higher than that of the children with psychological and behavioral problem,the difference was statistically significant(P<0.001).There were differences of psychological behavior problems of preschool children in different linguistic/cognitive information,emotional warmth/self expression,social adaptation/self-care,diversity of activities/game participation and environmental atmosphere which included in the 5 parenting behavior factors(P<0.001).The logistic regression analysis showed that language/cognitive information,emotional warmth/self expression and activity diversity/game participation were the independent risk factors which impacted the psychological behavior of preschool children.Conclusion:The detection rate of psychological and behavioral problems in preschool children is high,the problem is prominent.Parenting behavior is closely related to the occurrence of psychological behavior problems of preschool children. Language/cognitive information,emotional warmth/self expression and activity diversity/game participation are independent risk factors of psychological behavior problems of preschool children.%目的：了解梅州市学龄前儿童心理行为问题的发生情况，及其与家庭教养行为的关系。方法：采取整群随机抽样的方法，利用《幼儿心理卫生问题筛查问卷》《3~6岁儿童家庭养育环境量表》和一般情况调查表对梅州市10所幼儿园的924例学龄前儿童进行调查。结果：学龄前心理行为问题发生率为15.9%。独生子女儿童心理行为问题检出率高于非独生子女（P<0.05）。无心理行为问题的学龄前儿童家庭教养行为总得分高于有心理行为问题的儿童，比较差异有统计学意义（P<0.001）。学龄前儿童心理行为问题在不同的语言/认知信息、情感温暖/自我表达、社会适应/自理、活动多样性/游戏参与、环境气氛5个家庭教养行为因子上存在差异（P<0.001）。学龄前儿童心理行为在家庭教养行为因素中的Logistic回归分析显示：家庭教养行为中语言/认知信息、情感温暖/自我表达、活动多样性/游戏参与是影响学龄前儿童心理行为问题发生的独立危险因素。结论：学龄前儿童心理行为问题检出率较高，儿童行为问题较为突出；儿童家庭教养行为与学龄前儿童心理行为问题的发生密切相关，家庭教养行为中语言/认知信息、情感温暖/自我表达、活动多样性/游戏参与是影响学龄前儿童心理行为问题发生的独立危险因素。