家庭精神环境对3～6岁儿童行为问题影响的通径分析

Path analysis on effect of family psyche environment on behavioral problems of 3-6-year-old children

目的:探讨家庭精神环境对3～6岁儿童行为问题发生的影响,为今后儿童心理卫生保健服务工作和相应政策方案的制定提供依据。方法:采用Conners简明症状问卷和家庭环境量表,用分层整群抽样法对中山市11个镇区66所幼儿园在读3～6岁儿童进行调查,通径分析探讨家庭精神环境对儿童行为总分的影响。结果:有14.05%的儿童存在行为问题,其中男童17.10%,女童10.50%(P<0.01);随年龄增长行为问题有所下降(3岁组15.60%,4岁组14.50%,5岁组13.10%;P<0.01)。10个家庭精神特征中,除了道德宗教观外,家庭精神特征都是通过直接和间接作用共同影响行为总分,依照总通径系数的大小依次为矛盾性(0.146 7)、知识性(-0.146 2)、亲密度(-0.142 4)、组织性(-0.126 2)、娱乐性(-0.114 2)、情感表达(-0.089 4)、控制性(-0.055 5)、独立性(0.031 7)和成功性(0.010 1),其中直接作用最大的是矛盾性(0.1136)和知识性(-0.107 8)。结论:家庭精神环境对学龄前儿童行为问题的发生有影响,在进行儿童行为问题的筛查、诊断和干预时,必须重视家庭精神环境作用。

Objective： To explore the effect of family psyche environment on occurrence of behavioral problems in 3 - 6 - year - old children, provide a basis for further psychological health care service for children and making corresponding strategies. Methods： Con- ners abbreviated symptom questionnaire and family environment scale were used to survey the children aged 3 - 6 years old from 66 kindergar- tens in 11 towns/districts in Zhongshan city by stratified cluster sampling method, path analysis was used to explore the effect of family psy- che environment on behavioral score of children. Results： The detection rate of behavioral problems in children was 14.05%, the detection rates in boys and girls were 17.10% and 10. 50% , respectively, there was statistically significant difference （P 〈 0.01 ） , the detection rate decreased with age, the detection rates of behavioral problems in three - year - old group, four - year - old group, and five - year - old group were 15.60% , 14.50% , and 13.10% , respectively, there was statistically significant difference （P 〈0. 01 ） . Among ten family psycho- logical features, except moral- religious emphasis, the other nine family psychological features affected total behavioral score by both direct effect and indirect effect, and they could be listed as follows according to total path coefficient： conflict （0. 146 7 ） , intellectual -cultural o- rientation （ -0. 146 2） , cohesion （ -0. 142 4）, organization （ -0. 126 2） , active -recreational orientation （ -0. 114 2）, expressiveness （ -0. 089 4） , control （ -0. 055 5） , independence （0. 031 7） , and achievement orientation （0. 010 1） . Conflict （0. 113 6） and intel- lectual- cultural orientation （ -O. 107 8） had the largest direct effects. Conclusion： Family psyche environment has impact on the occur- rencc of behavioral problems in preschool children, more attention shouht be paid to the effect of family psyche environment when conducting screening, diagnosis, and intervention of behavioral problems in children.