4～5岁幼儿焦虑的类型及其社会适应特征——基于潜在剖面分析

Types and Characteristics of Anxiety in 4～5-Year-Old Children and Their Social Adjustment Based on Latent Profile Analysis

焦虑是学前儿童群体中常见的一组情绪障碍。学前期的焦虑问题如果得不到及时的发现和干预,很可能会扩散到儿童期甚至成年期。为了解4~5岁儿童焦虑的类型及其社会适应特征,为识别和缓解儿童焦虑问题提供参考,本研究选取上海市2所幼儿园296名儿童为研究对象,采用潜在剖面分析方法探究学前儿童焦虑问题的异质性,并进一步比较不同类别儿童在社会适应特征上的差异。结果显示潜在剖面分析得到三种焦虑类型,分别为危险型、依赖型、安全型;三种焦虑类型都以躯体伤害焦虑最严重,强迫性神经障碍最低;危险型和依赖型的社交恐惧更严重,而安全型的分离焦虑更严重;危险型儿童的社会性、外化问题高于其他两组;危险型女生的内化问题显著大于其他两组,依赖型男生对教师的依赖高于其他两组。教师和家长应针对不同焦虑类型儿童的特点,采取不同的教育措施促进儿童的认知与社交能力发展,同时要帮助高焦虑儿童缓解其内化和外化问题,促进幼儿的社会适应。

Anxiety is a common emotional disorder in preschool children. Anxiety problems in preschool may spread to childhood or even adulthood if they are not detected and intervened in time. In order to understand the types of anxiety and the characteristics of social adaptation of preschool children aged 4~5, and to provide reference for identifying and alleviating anxiety problems of preschool children. In this study, 296 preschool children from two kindergartens in Shanghai were selected as subjects to explore the heterogeneity of anxiety problems among preschool children by using latent profile analysis method, and the differences of social adaptation characteristics among different types of children were further compared. The results showed that:(1)Latent profile analysis revealed three types of anxiety in children: risk, dependence and safe. Among the three anxiety types, physical injury anxiety was the most serious and obsessive-compulsive neurological disorder was the lowest. Social phobia of risk and dependent type was more serious, and separation anxiety of safe type was more serious.(2)Social and externalization problems of risk type children were higher than those of the other two groups;(3)Internalization problems of risk type of girls were significantly greater than those of the other two groups. The dependence of male students on teachers was higher than that of the other two groups. According to the characteristics of children with different anxiety types, teachers and parents should pay attention to the cultivation of children’s cognitive, understanding of language, social skills, but also to help high anxiety children alleviate their internalization and externalization problems, and promote children’s social adaptation.