上海市某区学龄期儿童课外辅导现状与情绪和行为的相关性研究

Emotional and behavioral effects of after-school tutoring on school-age children in a district in Shanghai

【目的】描述学龄期儿童课外辅导现状并探索其对情绪和行为的影响,为学龄期儿童群体提供课外辅导策略及心理支持策略提供依据。【方法】2020年7月(“双减”政策之前),通过简单随机抽样选取上海市某区4所小学,按照班级进行整群抽样,对学生家长进行一般问卷调查及长处与困难量表调查。对孩子及家庭的基本状况进行信息收集并对结果进行对比分析。【结果】参加课外辅导班的儿童占88.26%,其中26.16%参加≥3个辅导班,42.5%参加文化课程辅导班,28.3%参加运动课程,59.8%参加艺术课程。不参加辅导班的孩子亲社会行为得分更高;参加阅读课程的孩子情绪问题得分更低,是情绪问题的保护因素;选择运动、阅读课程的孩子困难总分也更低;无论是否选择课外课程,学龄期儿童工作日或周末电子产品的过度使用,都对学龄儿童的情绪和品行问题得分产生负面的影响;而学龄期儿童选择文化课(语文、数学、外语、拼音)、艺术课程、不同的运动强度等级与情绪和行为得分之间无显著性关联。【结论】亲社会行为得分低的孩子应当谨慎选择课外辅导班;课外辅导班的选择可以多考虑阅读、运动相关的课程,学龄期孩子情绪和行为有积极作用。无论选择任何课外课程,尽量避免过度的互联网线上上课。

[Objective]To explore the effects of after-school tutoring for school-age children on their emotions and behaviors,and to provide a basis for developing after-school tutoring and psychological support strategies for school-age children.[Methods]Four elementary schools in a district of Shanghai were selected by simple random sampling method.Whole group sampling was conducted by class,and parents of students were surveyed by general questionnaire and the scale of strengths and difficulties.Information was collected on the basic conditions of children and families and the results were compared and analyzed.[Results]This study showed that 88.26%of children attended extracurricular classes,of which 26.16%attended 3 or more classes,42.5%attended cultural classes,28.3%attended sports classes,and 59.8%attended art classes.Children who did not attend classes had higher pro-social scores.Children who attended reading class had lower scores for emotional problems that was a protective factor for emotional problems.Children who chose extracurricular programs in sports and reading also had lower overall scores for difficulties.Excessive use of electronic devices by school-age children on weekdays or weekends had a negative effect on emotional and conduct problem scores regardless of whether they chose extracurricular programs.It appeared that the choice of cultural programs,art programs and different levels of exercise intensity had no effect on children's emotions and behaviors.[Conclusion]For children with low pro-social level,extracurricular classes should be carefully selected.For extracurricular classes,more reading and sports-related courses can be considered,which have positive effects on school-age children’s emotions and behaviors.Regardless of the choice of extracurricular classes,try to avoid excessive online classes.