学习不良儿童的家庭心理环境因素

Family and MentalEnvironment of Children with Poor Academic Achievement.

目的探讨家庭心理环境对学习不良儿童的影响。方法按配对研究设计、采用家庭环境量表(中文版)、症状自评量表和子女教育心理控制源量表对286名学习不良儿童及286名对照组儿童家庭特征进行调查。结果学习不良儿童家庭的亲密度、情感表达、成功性、知识性、组织性的评分低于对照组(P<0.05),而家庭的矛盾性评分则高于对照组(P<0.01)。结论学习不良儿童处在一个相对不良的家庭心理环境中。提示对学习不良儿童在提高学业成绩时,要注意家庭心理环境的改善。

Objective To study effect of family environment on children with poor academic achievement. Methods 286 children with poor academic achievement and 286 control were tested with FES （family environment scale）, SCL-90 and PCCS （parenting locus of control scale）. Results The scores of cohesion, expressiveness, achievement orientation, and intellectual-culture orientation were lower than control group （P〈0. 01）. The total score of SCL-90 and sub-scores of interpersonal sensitivity, depression, anxiety hostility, paranoid ideation, psychoticism were higher in parent of cihildren with poor academic achievement than those in parents of controls （P〈0. 05）. Conclusion Children with learning disorder live in poor family environments, which need to be improved if we want, to improved learning capacity of these children.