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Study On Behavior Problems And Its Influential Factors Of Primary School Students

Posted on:2011-03-30Degree:DoctorType:Dissertation
Country:ChinaCandidate:X M YuFull Text:PDF
GTID:1117360305992343Subject:Healthy children and adolescents
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Objectives1) To understand and compare the incidence characteristics of behavior problems of urban and rural primary school, including the incidence of behavioral problems, performance characteristics and trend of grades.2) To kown the the urban trend of students with behavioral problem, comparing the results the beginning of this century and 90' of last century studies.3)To understand the individual, social, academic and family factors on behavior problems of primary school students. Through the construction of academic factors to the core of the structural equation model, integrating some of the factors that affect the primary behavior problems, understand the many factors on a common primary mechanism of behavioral problems.MethodsAccording to the fifth national population census in China,7078 and 5156 primary school students were selected randomly in urban and rural respectively from 13 provinces and areas adopting the multi-phase-atratified-cluster sampling method. The research applies parent-reported Achenbach's Child Behaviour Checklist (CBCL) and adopts self-administered questionnaire to collect related influencial factors. The statistics methods employed included:1)By describing the measurement data rate, frequency distribution,x2 test compare the incidence of behavioral problems grade distribution and grade characteristic development trend in in primary school students of urban and rural areas.2) To know the development trend of urban studdents behavior problems, the comparison between score of CBCL each factor 98 percentile thresholds were applied.3) The x2 test and Logistic regression were used to know influential factors of primary school students, behavioral problems. The liserl was used to construct the structural equation model between factors and behavior problems. Results1 Comparison results of behavior problems in primary school students of city and country.1.1 The rate of behavior problem in country and city were 10.7% and 7.2% respectively. There exists significant difference. The top three factors of detection rate in urban and rural primary school boys were bad communication, compulsive and depression. The top three factors of detection rate in urban and rural primary school girls were compulsive, social withdrawal and depression.1.2 Urban and rural primary school girls and urban boys rate of behavioral problems in the same year trend, first grade, the lowest rate of behavior problems, and then increased slowly to reach a peak in fifth grade; sixth grade decreased the incidence of behavioral problems. Rural primary school boys in first grade, higher incidence of behavioral problems, decreased at the second grade, after which the incidence of behavioral problems has been the rise.1.3 The incidence of behavior problems before the symptoms of 10 is quite similar to urban and rural primary school grades 1-6, mainly:like arguments, disobedient at home; inattention, hyperactivity; refused to take food and shy timid.2. Trend and feature of behavior problems in urban primary school studendsBeginning of this century relative of the last century 90's, boys scores in the 98 percentile threshold of factors including bad communication, compulsive tended to increase, girls scores in the 98 percentile threshold of factors including depression, hyperactivity, aggressive and cruel trended to decrease. Boys and girls,98 percentile threshold of somatic complaints trended to decrease.3. The influence factors of behavioural problem in Chinese primary school students2.1 Boys with chronic diseases have higher incidence of behavioral problems than healthy boys, the difference was significant (p<0.01). Girls been one child have lower incidence of behavior problems than non only child, the difference was significant (p<0.01). Girls been twins have higher incidence of behavior problems than normal girls, the difference was significant (p<0.01)2.2 3 out of 6 social interaction factors associated with children's behavioural problems were included in a stepwise regression model with behavior problem as dependent variable. Factors having common negative relation with behavioral problems included sound relations with children and classmates, factor having common positive relation with behavior problem included problem of relationship with adult and children.4 out of 6 social interaction factors associated with children's behavioural problems were included in a stepwise regression model with behavior problem as dependent variable. Factors having common negative relation with behavioral problems included sound relations with teacher and classmates, factor having common positive relation with behavior problem included problem of relationship with adult and children.2.3 5 out of 7 acdemic factors associated with children's behavioural problems were included in a stepwise regression model with behavior problem as dependent variable. Factors having common negative relation with behavioral problems included like schools, prearens pleased with acdemic achievement and home work, factor having common positive relation with behavior problem included problem of repeat class and hard with home work.4 out of 7 acdemic factors associated with children's behavioural problems were included in a stepwise regression model with behavior problem as dependent variable. Factors having common negative relation with behavioral problems includeprearens pleased with acdemic achievement, factor having common positive relation with behavior problem included problem of repeat class and hard with home work.2.4 7 out of 11 family factors associated with children's behavioural problems were included in a stepwise regression model with behavior problem as dependent variable. Factors having common positive relation with behavioral problems included the hostility family atmosphere, dieases of family members; sever behavioural problems of other children in the family, economic and hoursing problems. Factor having common negative relation with behavior problem included good prarent-child realtionship and child have own room.7 out of 11 family factors associated with children's behavioural problems were included in a stepwise regression model with behavior problem as dependent variable. Factors having common positive relation with behavioral problems included the hostility family atmosphere, dieases of family members; sever behavioural problems of other children in the family, economic and hoursing problems. Factor having common negative relation with behavior problem included good prarent-child realtionship and child have own room.2.5 Result from SEM indicates that the occuration of behavioural problems in primary school students were affected by many factors together. There is relevance among those factocs. Accdemic play an important role in the occuration of behavioural problems.Discussion and Suggestion1. The incidence of behavior problems in rural primary school higher than urban. The top three factors of CBCL in Urban and rural primary highest is same. Urban and rural primary school students, both men and women demonstrated a more consistent the main problem is that social interaction problems and negative emotions. Parents and teachers should give students reliable guidance and guidelines in dealing with interpersonal relationships and negative emotional, enable students to have access to adult psychological support, peer acceptance and recognition, and promote the healthy development of personality.2. From year development, the fifth grade is a high incidence of behavioral problems. At this time the students entered early puberty, self-consciousness brought about the corresponding need for independence, will have an impact on parent-child relationship, then the parents should begin to adjust to the way children live, to give students more space and independence sense of identity.3. Physical, social, academic and family factors will act on the occurrence of an impact on pupils, primary school behavior problems is the result of the interaction of various factors. Academic factor in the occurrence of behavioral problems is important to predict not only the source and intermediary factors. Pupils learn to reduce the burden of providing multi-evaluation system, the child's self-evaluation to improve, allowing parents to raise academic satisfaction, reducing the incidence of behavioral problems in primary school students is necessary.
Keywords/Search Tags:Primary school students, Behavioural problems, Influence factors
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