A Research On Behavior And Emotional Difficulties Of School-aged Children Aged 7 To 10 And The Relationship To Academic Achievement

Subjects: Using cluster and random sampling methods, we get3,877 subjects,with the age between 7 to 10, including 2010 boys and 1867 girls. They are from the 10 primary schools in the seven districts of Shanghai (Xuhui District, Yangpu District, Jiading District, Baoshan District, Pudong New District, Luwan District, and Huangpu District). Objective: To explore (1) Behaviors and emotional difficulties of school-aged children aged 7 to 10; ( 2) The relationship between behavioral and emotional difficulties and academic achievement; (3) Low academic achievement were tested for behavioral and emotional difficulties; (4) The bias results of his rating scale. Tools: (1) Strengths and Difficulties Questionnaire (Parent Report). The survey was completed by the American psychologist Goodman. R. and the norm in Shanghai was completed by Kou Jianhua, Du Yasong and Xia Liming in 2005, which shows good reliability and validity. Cross-cultural applicability of SDQ proved to be good. (2) Academic Achievement Assessment. AAA includes Achievement Assessments of Chinese, Mathematics and English subjects made by teachers, which is tested on a subjects achievements concluded the various types of test scores. The rating score given by teachers based on scores of types of exercise, tests and large-scale examinations last term. Methods: IBM SPSS 19.0.1 statistical software is used to analysis the 3877 data. Box-blot, Descriptive statistics, T tests, F tests are mainly used. Conclusions: (1) Between 7 and 10, behavioral and emotional difficulties have significant gender differences, but age differences were not significant; (2) the dimensions of first risk subjects were screened out (a) boys: Emotional Symptoms was from 3.35% (10 years) to 6.11% (7 years), Behavioral Problems was from 8.31% (7 years) to 10.40% (8 years), Hyperactivity was from 1.96% (7 years) to 3.54% (9 years), Peer Problems was from 2.60% (10 years) to 7.68% (8 years), Total Difficulties was from 3.35% (9 years) to 5.92% (8 years), Pro-social Behavior was from 2.69% (7 years) to 5.20% (10 years); (b) Girls : Emotional Symptoms was from 4.33% (9 years) to 6.39% (8 years), Behavioral Problems was from 7.06% (8 years) to 17.78% (10 years), Hyperactivity was from 3.11% (10 years) to 9.08% (8 years), Peer Problems was from 3.11% (10 years) to 5.98% (9 years), Total Difficulties was from 3.87% (8 years) to 6.22% (10 years), Pro-social Behavior was from 3.89% (9 years) to 6.61% ( 7 years). (3) Assessment results made by different roles showed significant differences, but not too many, however evaluations of daughters by parents showed more significant deviation. (4) All children are tested on academic achievement, there were significant gender differences, and also more than a half children show significant age differences. (5) Differences between six dimensions and academic achievement were extremely significant (p <0.01). There are negative correlations between the dimensions and academic achievement with the exception of hyperactivity dimension that the subjects somehow showed normal distribution, that when the risk level is moderate, their academic achievement corresponding to the largest number of the subjects. (6) Subjects with low academic achievement was screened out (a) Male: 7-year-old was 3.18%; 8-year-old was 3.04%; 9-year-old was 3.82%; 10-year-old was 5.20%; total was 3.63 %; (b) Female: 7-year-old was 3.18%; 8-year-old was 7.73%; 9-year-old was 2.84%; 10-year-old was 3.11%; total was 4.50%. (7) The average percentage of children with low academic achievement associated with the first risk of emotional and behavioral difficulty was 8.92%-19.11%. One associated with a first risk of behavior and emotional difficulty showed (a) Male: Emotional Symptoms was 9.59%, Behavioral Problems was 20.55%, Hyperactivity was 12.33%, Peer Problems was 17.81%, Pro-social Behavior was 10.96%; (b) Women : Emotional Symptoms was 8.33%, Behavioral Problems was 17.86%, Hyperactivity was 13.10%, Peer Problems was 17.86%, Prosocial Behavior was 8.33%; the percentage of Children associated with two first class emotional and behavioral difficulties is 10.828%; accompanied by three is 3.185%, by four is 2.548% and by five is 1.911%.