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目的探讨初中生问题行为现状及其相关因素,为开展早期健康教育提供理论依据。方法采用《问题行为早期发现测验》(PPCT)、家庭环境量表中文版(FES-CV)、简易应对方式量表(SCSQ)、一般自我效能感量表(GSES)和学校归属感量表(PSSM),对分层整群抽取的2014名初中生进行问卷调查。结果初中生人际关系不适应、情绪不稳定和学习不适应分量表问题行为的检出率依次为7.0%,7.2%和13.7%,全量表问题行为检出率为4.1%。初中生问题行为影响因素的Logistic回归分析结果显示,进入回归方程的变量有与母亲关系、家庭环境、同学关系、学校归属感和应对方式。结论初中生问题行为的发生可能与家庭环境、学校归属感等多种因素有关。应联合家庭和学校加强学生的心理健康教育,减少问题行为的发生。
Objective To investigate the status quo and related factors of junior middle school students’ problem behaviors and to provide a theoretical basis for early health education. Methods The PPCT, FES-CV, SCSQ, GSES and School-belonging Scale (PEST) PSSM) conducted a questionnaire survey on 2014 middle school students drawn by stratified cluster. Results The detection rate of interpersonal mismatch, emotional instability and unacceptable subscales in junior high school students was 7.0%, 7.2% and 13.7%, respectively, and the rate of full scale questionnaire was 4.1%. Logistic regression analysis of the influencing factors of junior high school students ’problem behavior shows that the variables that enter the regression equation have relationship with mother, family environment, classmates’ relationship, school belonging and coping style. Conclusions The occurrence of problem behavior of junior high school students may be related to many factors such as family environment and school belonging. Families and schools should be united to strengthen students’ mental health education and reduce the occurrence of problem behaviors.