学习障碍儿童家庭影响因素的Logistic回归分析

Logistic Regression Analysis on Influence of Family Factors on Childrenwith Learning Disability

目的分析学习障碍儿童的家庭影响因素,为儿童学习障碍的防治提供参考依据。方法采用自拟家庭情况调查问卷对2364名学生家长进行调查,并进行单因素及多因素非条件Logistic回归分析。结果单因素Logistic回归分析显示,亲子交流(OR=0.803)、孩子在家中的学习环境(OR=0.626)、家庭经济收入(OR=0.775)、父亲文化程度(OR=0.590)、母亲文化程度(OR=0.582)是儿童学习障碍的保护因素;娇宠型教育方式(OR=3.710)是儿童学习障碍的危险因素。多因素Logistic回归显示,父亲文化程度(OR=0.721)、母亲文化程度(OR=0.753)和娇宠型教育方式(OR=4.007)是家庭因素中儿童学习障碍的主要影响因素。结论家庭因素对儿童学习障碍的影响不可忽视,提高父母文化素质、改善教育方式对防治儿童学习障碍具有重要的意义。

Objective To analyze the influencing factors of family on children with learning disabilities, and to provide evidence for the intervention and prevention of learning disabilities of children. Melhods A self-designed questionnaire on family factors was adopted to survey 2 364 children＇ s parents. The relationship between study factors and learning disabilities were analyzed by unconditional univariate and multivariate logistic regression. Results ANOVA indicated that parental-child communication （ OR = 0. 803 ）, learning environment for children at honre （ OR = 0.626）, family income（ OR = 0.775 ）, father＇ s education level（ OR = 0.590） and mother＇ s education level（ OR = 0. 582） were the protective factors and codle-rearing pattern （ OR = 3.710） was the risk factor for learning disabilities. Multivariate logistic regression indicated that the main influencing factors were father＇ s education level （ OR = 0. 721）, mother＇s education level（ OR = 0.753） and codle-rearing（ OR = 4.007）. Condusion The impact of family factors on children with learning disabilities can not be ignored, and improving parents＇ education and rearing patterns are more important for the prevention and intervention of learning disabilities in children.