摘要
目的:了解仡佬族中小学生的主观生活质量及其与情绪行为问题的关系,为提高其生活质量和减少行为问题提供参考。方法:选取250名仡佬族和430名汉族小学六年级、中学初一和初二学生,使用儿少主观生活质量问卷(ISLQ,包括认知成分和情感成分)评估生活质量,长处和困难问卷(SDQ)测查情绪行为问题。结果:仡佬族组ISLQ总分与汉族组的差异无统计学意义[(144.9±16.0)vs.(143.1±16.6),P>0.05],ISLQ情感成分得分高于汉族组[(61.9±8.7)vs.(60.0±8.8),P<0.01]。仡佬族组SDQ总分与汉族组的差异无统计学意义[(18.3±5.6)vs.(19.0±5.4),P>0.05],SDQ情绪症状得分低于汉族组[(3.4±2.2)vs.(3.9±2.2),P<0.05]。仡佬族组初一学生的ISLQ情感成分得分高于六年级和初二学生[(63.7±8.6)vs.(60.3±9.1),(60.0±7.4),P<0.01];学习成绩优良者ISLQ总分[(150.7±17.4)vs.(144.5±15.3),(136.5±11.0)]和认知成分得分[(87.3±13.6)vs.(82.6±11.9),(77.0±9.9)]高于成绩中等或较差者(P<0.01)。除情感成分与亲社会行为问题外,ISLQ得分与SDQ得分呈负相关(r=-0.13～-0.54,P<0.05)。回归分析显示,SDQ的情绪症状(β=-0.38,P<0.01)、亲社会行为问题(β=-0.22,P<0.01)和多动(β=-0.17,P<0.01)得分对ISLQ总分有一定的负向预测作用。结论:仡佬族中小学生的主观生活质量与汉族相当,正性情感体验可能更多;学习成绩越好,情绪行为问题越少,主观生活质量可能越高。
Objective： To explore the characteristics of quality of life and emotional behavioral problems in Gelao children, and provide a theoretical reference for improving their quality of life and reducing behavioral prob- lems of students of primary and middle school in Gelao. Methods： Totally 250 Gelao students and 430 Han students who were in grade 6, junior one, and junior two were selected in Guizhou. They were assessed with Inventory of Subjective Life Quality （ISLQ） to evaluate the subjective quality of life, including the cognitive components and e- motional components, and with the Strengths and Difficulties Questionnaire （SDQ） to evaluate the emotional behav- ioral problems. Results： There was no significant difference in ISLQ total scores between Gelao students and Hanstudents [（144. 9 ±16. 0） vs. （ 143.1 ± 16. 6）, P 〉0. 05], and the Gelao students scored higher in emotional components than the Han students [（61.9± 8.7） vs. （60.0 ± 8.8）, P 〈0. 01]. There was no significant differ- ence in SDQ total scores between the Gelao students and Han students [ （ 18. 3 ±5.6） vs. （ 19.0 ± 5.4）, P 〉 0.05 ], and the Gelao students scored lower in emotional symptoms than the Han students [（3.4 ±2. 2） vs. （3.9±2.2）, P 〈0.05]. Among Gelao students, the junior one students scored higher ISLQ emotional components scores than grade 6 students and junior two students [（63.7 ±8.6） vs. （60. 3 ±9. 1）, （60. 0 ±7.4）, P 〈0. 01], and the students with excellent achievement had higher ISLQ total scores [（ 150. 7 ± 17.4） vs. （ 144. 5 ±15.3）, （ 136. 5 ± 11.0）] and cognitive components scores [（87.3 ± 13.6） vs. （82. 6 ± 11.9）, （77.0 ± 9. 9）] than ones with medium and poor achievement （P 〈 0. 01）. There was no correlation between ISLQ emotional components scores and SDQ pro- social behavior problems scores, while there were significant negative correlations among other factor scores of the two scales （r = -0. 13 - -0. 54, Ps 〈0. 05）. The SDQ scores of emotional symptoms （β = -0. 38, P 〈0.01）, pro- social behavior problems （β = -0. 22, P 〈 0. 01 ） and hyperactivity （β = -0. 17, P 〈 0. 01） negatively predicted the ISLQ total scores. Conclusion： It suggests that Gelao primary and middle school students may be similar to Han students in subjective life quality, and they may have more positive emotional experience. Those with better academ- ic performance and less emotional behavioral problems may have better subjective life quality.
出处
《中国心理卫生杂志》
CSSCI
CSCD
北大核心
2013年第2期151-154,共4页
Chinese Mental Health Journal
基金
贵州省高校人文社科一般课题(11GH035)
贵州省教育厅基础教育研究重点项目(2010A056)
贵州省重点支持学科应用心理学资助项目
关键词
仡佬族
中小学生
生活质量
情绪行为问题
横断面研究
Gelao nationality
students of primary and middle school
quality of life
emotional behavioralproblems
cross-sectional studies
