Risk and protective factor of internalizing and externalizing problem behavior for child

儿童内化和外化问题行为的风险及保护因素

基本信息

批准号：
20530629
负责人：
FUJIU Hideyuki
金额：
$ 2.83万
依托单位：
Hyogo University of Teacher Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2008
资助国家：
日本
起止时间：
2008 至 2010
项目状态：
已结题

项目摘要

1. There was a common factor in internalizing and externalizing problem behavior by using factor analysis of each measure.2. The teacher's rating scale for depression was developed. This scale had high alpha coefficient (.839). And this scale showed significant moderate positive correlations with DSRS, which supports concurrent validity.3. The positive interaction scales for classmates (PISC) of Japanese middle school students were developed. These scales had high alpha coefficient (.735～.933). And these scales showed significant positive correlations with RSES, DSRS and STAI-Y, which supports concurrent validity.There were713 7th-grade students in the first survey (Time 1 ; April), 312 in the second survey (Time 2 ; May) and 162 in the third survey (Time 3 ; July). Students completed questionnaires that asked about the Positive Interaction Scale for Classmates (PISC ; T1,T2),Kikuchi's Social Skill Test (KiSS-18 ; T1 ; Kikuchi,1998), School Life Support Test (SLST ; T1,T2 ; Sugihara et … More al.,2002)Japanese version of Rosenberg Self-Esteem Scale (RSES ; T1 ; Rosenberg ,1979), Japanese version of Depression Self Rating Scale (DSRS ; T1,T3 ; Birleson, 1981) and Japanese version of State-Trait Anxiety Inventory form Y (STAI-Y; T1,T3 ; Spielberger et al.,1983).Two standard multiple regressions were performed between depression (DSRS ; T3) and anxiety (STAI-Y ; T3) as the dependent variables and PISC (4scales ; T1, T2), KiSS-18 (T1), school maladjustment (SLST ; T1, T2), family stress (SLST ; T1), RSES (T1), DSRS (T1), STAI-Y (T1), separately by gender. The results showed that having positive interaction between classmates predicted students' future depression and anxiety level. The subscales of "friend's existence", "comfortable class" and "kindness to others" at Time 1 and Time 2 had significant negative effect on depression and anxiety level at Time 3. It was suggested that positive interaction for classmates is important for students to protective factor of depression and anxiety. Less

1.通过对各项指标的因子分析，发现问题行为的内化和外化存在共同因素。2.制定了该量表的α系数较高（0.839）。 3．日本中学生积极互动量表(PISC)具有较高的α系数(.735～.933)。与 RSES、DSRS 和 STAI-Y 的相关性，支持并发有效性。第一次调查（时间 1；4 月）有 713 名七年级学生，第二次调查（时间 2；5 月）有 312 名七年级学生，第三次调查（时间 2；5 月）有 162 名七年级学生。时间 3；7 月）学生完成了有关同学积极互动量表（PISC；T1、T2）、菊池社交技能测试（KiSS-18； T1；Kikuchi，1998），学校生活支持测试（SLST；T1，T2；Sugihara 等人，2002）日文版罗森伯格自尊量表（RSES；T1；Rosenberg，1979），日文版抑郁自我评定量表（DSRS；T1，T3；Birleson，1981）和日语版的状态-特质焦虑量表 Y （STAI-Y；T1，T3；Spielberger 等人，1983）。在抑郁（DSRS；T3）和焦虑（STAI-Y；T3）作为因变量和 PISC（4 个尺度；T1， T2)、KiSS-18 (T1)、学校适应不良 (SLST; T1, T2)、家庭压力 (SLST; T1)、RSES (T1)、 DSRS（T1）、STAI-Y（T1），分别按性别显示，同学之间的积极互动可以预测学生未来的抑郁和焦虑水平。时间1和时间2的“其他人”对时间3的抑郁和焦虑水平有显着的负向影响。表明同学之间的积极互动是学生抑郁和焦虑的重要保护因素。少