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目的:探讨生态移民青少年的行为问题与人格和班级环境的关系。方法:采用多阶段随机抽样,对宁夏12~16岁的生态移民(n=1453)、移居地(n=1750)、原居地(n=1248)青少年进行Achenbach儿童行为量表(父母版)(CBCL)、艾森克人格问卷(EPQ)、《我的班级》问卷调查,分别测查青少年的行为问题、人格特征、班级环境。根据CBCL,有1个或1个以上因子分超过常模分者判定为具有行为问题。结果:生态移民组行为问题检出率高于移居地组和原居地组(27.5%vs.19.9%,23.4%,均P<0.05)。对生态移民组进行多层线性模型分析显示,男、女生的EPQ神经质人格、外向性人格、精神质人格得分与各自的CBCL总分及各因子得分呈不同程度的关联。女生的EPQ精神质人格得分与女生CBCL总分及体诉、攻击、残忍等因子分呈正相关(β=0.02~0.45,均P<0.05)。女生《我的班级》师生关系得分与女生CBCL总分及焦虑强迫、分裂样、不成熟性多动、攻击性表现、违纪表现、残忍等因子分负向关联(β=-0.16~-0.11,均P<0.05)。女生《我的班级》秩序纪律得分与女生CBCL总分及焦虑强迫、抑郁退缩、攻击性表现、违纪表现、残忍等因子分正向关联(β=0.14~1.20,均P<0.05)。女生《我的班级》同学关系得分增强女生EPQ精神质人格分值与女生CBCL总分及体诉、违纪因子分之间正向关联(β=0.02~0.26,均P<0.05)。结论:生态移民青少年的行为问题发生率高于非移民青少年,其行为问题可能与神经质、精神质人格特点和班级的秩序纪律正相关,与外向性人格特点、班级的师生关系负相关。人格与行为问题之间的关系可能受班级同学关系的影响。
Objective: To explore the relationship between behavior problems of adolescents and their personality and class environment. Methods: The Achenbach Child Behavior Checklist (Parents Version) was applied to adolescents aged 12-16 in Ningxia Hui Autonomous Region (n = 1453), immigrants (n = 1750) and place of origin (n = 1248) (CBCL), EPQ (Eysenck Personality Questionnaire), and “My Class” questionnaire were used to examine the behavioral problems, personality traits and class environment of adolescents respectively. According to CBCL, one or more than one factor is considered as having behavioral problems over the norm. Results: The detection rate of behavioral problems was higher in immigrant group than in immigrant group and native place group (27.5% vs.19.9%, 23.4%, both P <0.05). The multi-level linear model analysis of the ecological immigrant group showed that the EPQ neurotic personality, outward personality and psychotic personality scores of men and women were correlated with their respective scores of CBCL and various factors. Female EPQ psychotic personality scores and female CBCL score and physical prosecution, attack, cruel and other factors were positively correlated (β = 0.02 ~ 0.45, both P <0.05). Female students “my class” relationship between teachers and students and female CBCL score and anxiety coercion, split, immature hyperactivity, aggressive performance, discipline performance, cruelty and other factors were negatively correlated (β = -0.16 ~ -0.11 , All P <0.05). The score of girls’ “my class” discipline was positively correlated with female CBCL score and female anxiety coercion, depression regression, aggressive performance, discipline performance, cruelty and other factors (β = 0.14-1.20, both P <0.05). Female students “my class” relationship scores improve female EPQ psychic personality scores and female CBCL total score and physical prosecution, disciplinary factor positive correlation (β = 0.02 ~ 0.26, both P <0.05). Conclusion: The incidence of behavioral problems among immigrant adolescents is higher than that of non-immigrant adolescents. The behavioral problems may be related to the neurotic and psychotic personality traits and the order discipline of the class, negatively related to the personality traits of extroversion and the relationship between teachers and students. The relationship between personality and behavioral problems may be influenced by the relationship between classmates.