小学生识字量与行为问题的关系

Relationship between amount of literacy and behavior problems in primary pupils

目的:了解2~5年级的小学生识字量及行为问题得分情况,探讨识字量与其行为问题得分的的关系。方法:以佛山南海某小学2~5年级的673名小学生为被试,采用小学生标准识字量测试评估小学生识字量水平,采用Conners教师评定量表评估行为问题。结果:不同年级、性别及父母受教育程度间的小学生识字量水平不同,女生的识字量高于男生[(2312±719)vs.(2184±734),P<0.05],父母受教育程度高组的小学生识字量高于父母受教育程度低组(P<0.05)。不同年级和性别间的小学生多动、不注意被动、品行问题三个行为因子的得分差异有统计学意义,二年级小学生的行为因子得分最高,男生的行为因子得分高于女生。Conners教师评定量表的品行问题(r=-0.31)、多动(r=-0.43)、不注意-被动(r=-0.36)三个因子和多动指数(r=-0.38)均与识字量呈负相关(P<0.001)。回归分析表明,多动(β=-22.27,P<0.01)及品行问题的因子得分(β=-17.69,P<0.01)对识字量有负向预测作用(R2=0.81)。结论:研究提示小学生的多动行为和品行问题与小学生识字能力存在中度相关。

Objective：To know the amount of literacy and scores of behavior problems of the grade 2-5 pupils in the primary school,and explore the correlation between them.Methods：A total of 673 pupils from grade 2 to 5 in primary school of Nanhai distric,Foshan City were enrolled.Their amount of literacy was assessed with the Primary School Literacy Assessment Scale,and their teachers were assessed with the Conners Teacher Rating Scale.Results：The amount of literacy in different grades,genders and parents＇ education levels were significantly different among the primary school students（P〈0.05）,girls＇ s scores were higher than boys＇ s[（2312±719） vs.（2184±734）,P〈0.05],students whose parents of high education level were higher than those of low education level（P〈0.05）.Scores of hyperactivity,inattentive-passive behaviors and conduct problems in different grades and genders were significantly different.Scores of Grade 2 pupils were higher than others,and boys＇ s scores were higher than girls＇ s（P〈0.05）.Three factors of CTRS,including conduct problems（r =- 0.31）,hyperactivity（r =-0.43） and inattentive-passive behaviors（r =-0.36） and hyperactivity index（r =- 0.38） had significantly negative correlation with the amount of literacy（P〈0.001）.Regression analysis showed that hyperactivity（β =-22.27,P〈0.01） and conduct problems（β =- 17.69,P〈0.01） could significantly explain the amount of literacy（R=0.81）.Conclusion：It suggests that hyperactivity and conduct problems are moderately associated with the amount of literacy in primary pupils.