角色转换期大孩情绪行为相关影响因素的系统评价

Factors influencing emotional and behavioral problems among firstborn children in transition to siblinghood:a systematic review

目的系统评价影响角色转换期大孩情绪行为的相关因素,为角色转换期大孩情绪行为相关研究提供理论基础。方法通过计算机检索中国生物医学文献数据库、维普中文科技期刊数据库、中国知网期刊数据库、万方数据在线知识服务平台、PubMed、Web of Science、OVID和EBSCO数据库,搜集相关研究,检索时间为建库至2021年3月3日。由2名作者独立进行文献筛选、资料提取,评价纳入研究的偏倚风险,再采用定性分析方法归纳总结纳入研究的结果。结果共纳入9项研究,包括4项前瞻性队列研究和5项横断面研究。角色转换期大孩行为的影响因素研究主要涉及3大类,包括大孩自身因素(性别、年龄及气质类型),家庭因素(父母教养方式、家庭关系及家庭氛围、家庭社会经济、母亲行为、大孩获知二孩到来的时间)和社会因素(师生关系、同伴关系和生活变化)。情绪的影响因素主要为大孩自身因素(年龄和自身接纳度)。大孩消极气质类型,消极父母教养方式,消极家庭关系及家庭氛围,母亲的禁止行为,大孩在非备孕阶段获知二孩到来,不佳的师生关系、同伴关系、生活变化可能增加大孩情绪和行为问题的发生风险,其余影响因素的研究结果尚不十分确定。结论角色转换期大孩情绪行为的重要影响因素仍需进一步开展高质量的前瞻性队列研究加以证实,也可适当开展干预研究对其进行验证,从而为针对角色转换期大孩不同的情绪行为问题干预提供实证依据。

Objective This study systematically reviewed the findings of studies on the factors influencing emotional and behavioral problems among firstborn children in transition to siblinghood,to provide a theoretical basis for the study of emotional behavior in firstborn children during role transition.Methods CBM,VIP,CNKI,WanFang Data,PubMed,Web of Science,OVID and EBSCO were electronically searched to collect studies on the relevant factors influencing the emotional and behavioral characteristics of firstborn children in transition to siblinghood(TTS)from inception to March 3rd,2021.Literature screening and data extraction were conducted by two independent authors to evaluate the risk of bias in the included studies.The results of the included studies were summarized by qualitative analysis.Results A total of nine studies were included,comprising four prospective cohort studies and five cross-sectional studies.Systematic evaluation results indicated three main types of factor associated with behavioral problems among firstborn children:factors of firstborn children(gender,age and temperament),family factors(parents'upbringing,family relationships,family environment,social economy,maternal behavior and whether firstborn children knew that the second children would arrive),and social factors(relationships between teachers and students,peer relationships and life changes).The main factors affecting emotions were their own factors(age and self-acceptance).Negative temperament in firstborn children,negative parenting styles,negative family relationships and family environments,prohibited behaviors among mothers,whether the firstborn children were informed of the arrival of the second children during pregnancy,poor relationships between teachers and students,peer relationships and life changes may increase the risk of emotional and behavioral problems among firstborn children.Whether other factors might have affected the results of the study is unclear.Conclusion Important factors influencing firstborn children's emotions and behaviors during TTS,must be confirmed through a high-quality prospective cohort study.Intervention studies may be appropriate to verify the results and provide an empirical basis for behavioral interventions in firstborn children with different emotional problems.