生态移民青少年的行为问题及与人格和班级环境的关系

Behavioral problems and their relations to personality and class environment in ecological migrant adolescents

目的:探讨生态移民青少年的行为问题与人格和班级环境的关系。方法:采用多阶段随机抽样,对宁夏12~16岁的生态移民(n=1453)、移居地(n=1750)、原居地(n=1248)青少年进行Achenbach儿童行为量表(父母版)(CBCL)、艾森克人格问卷(EPQ)、《我的班级》问卷调查,分别测查青少年的行为问题、人格特征、班级环境。根据CBCL,有1个或1个以上因子分超过常模分者判定为具有行为问题。结果:生态移民组行为问题检出率高于移居地组和原居地组(27.5%vs.19.9%,23.4%,均P<0.05)。对生态移民组进行多层线性模型分析显示,男、女生的EPQ神经质人格、外向性人格、精神质人格得分与各自的CBCL总分及各因子得分呈不同程度的关联。女生的EPQ精神质人格得分与女生CBCL总分及体诉、攻击、残忍等因子分呈正相关(β=0.02~0.45,均P<0.05)。女生《我的班级》师生关系得分与女生CBCL总分及焦虑强迫、分裂样、不成熟性多动、攻击性表现、违纪表现、残忍等因子分负向关联(β=-0.16^-0.11,均P<0.05)。女生《我的班级》秩序纪律得分与女生CBCL总分及焦虑强迫、抑郁退缩、攻击性表现、违纪表现、残忍等因子分正向关联(β=0.14~1.20,均P<0.05)。女生《我的班级》同学关系得分增强女生EPQ精神质人格分值与女生CBCL总分及体诉、违纪因子分之间正向关联(β=0.02~0.26,均P<0.05)。结论:生态移民青少年的行为问题发生率高于非移民青少年,其行为问题可能与神经质、精神质人格特点和班级的秩序纪律正相关,与外向性人格特点、班级的师生关系负相关。人格与行为问题之间的关系可能受班级同学关系的影响。

Objective： To explore the relations of behavioral problems to personality and classroom environment in the ecological migrant adolescents. Methods： Using multistage randomized sampling method, 1,453 ecological mi- grant adolescents and 1,750 indigenous peers and 1,248 homeland peers in Ningxia, all aged 12 to 16 years, were se- lected and assessed with the questionnaires including Child Behavior Checklist （CBCL）, Eysenck Personality Ques-tionnaire （EPQ）, and My Class Questionnaire for evaluating behavioral problems, personalities and class environment respectively. According to CBCL score, if a child obtained a score over the Chinese norm at least on one subscale, he or she was considered as a case. Results： The rate of the behavioral problems was higher in the ecological migrant group than in the indigenous and homeland groups [27.5% vs. 19. 9%, 23.4%, Ps 〈0. 05]. The hierarchical linear model showed that, in ecological migrant group, the EPQ neuroticism scores, extraversion scores and psychoticism scores in males and females were differently associated with their respective scores of all subscales and total problems in CBCL. The EPQ psychoticism scores in females were positively associated with the CBCL total scores and the fac- tor scores of somatic complaint, aggressive, and cruel ruthless （β =0. 02 -0. 45, Ps 〈0. 05）. The females＇perception to relationship with teachers of the My Class Questionnaire were negatively associated with the CBCL total scores and the factor scores of anxiety, schizoid, immature, aggressive, delinquent, and cruel ruthless （fl = -0. 16 - -0. 11, Ps 〈 0. 05）, and the females＇order and discipline scores of the My Class Questionnaire were positively associated with the CBCL total scores and the factor scores of anxiety, withdrawn, aggressive, delinquent, and cruel ruthless （β = 0. 14 - 1.20, Ps 〈 0. 05）. The females＇relationship with classmates score of My Class Questionnaire could strengthen the for- ward correlations of the EPQ psychoticism scores to the CBCL total scores and factor scores of somatic complaint and delinquent （fl = 0. 02 -0. 26, Ps 〈 0. 05）. Conclusion： It suggests that the prevalence rate of behavioral problems may be higher in the ecological migrant adolescents. Their behavioral problems might be positively correlated with neuroti- cism, psychoticism and perception to order and discipline in class, and negatively correlated with extraversion and per- ception to relationship with teachers in class. Their relationship to classmates might affect the relation of behavioral problems to personality.