【作者】 李成福；

【导师】 陶芳标； 曾广玉； 张洪波；

【作者基本信息】 安徽医科大学 ， 儿少卫生与妇幼保健学， 2002， 硕士

【摘要】 【目的】 探讨行为问题儿童的智力特征，分析影响儿童行为问题及智商水平的因素，为开展儿童心理卫生保健工作提供依据。 【方法】 应用Conners教师用儿童行为量表，对某县农村1540名6～13岁儿童的行为问题进行评定，筛查出有行为问题儿童117人。对有行为问题的儿童及对照组进行智力测验，并入户调查其家庭一般状况、该儿童生长发育情况。比较两组儿童的智力测验结果，并分析影响儿童行为问题的因素。另外，选取292名6～13岁儿童，运用中国-韦氏儿童智力量表测定智商，分析影响儿童智力因素。 【结果】儿童行为问题检出率7.6％，性别差异无统计学意义。行为问题儿童的智力因素结构与无行为问题儿童具有统计学意义。两组儿童一般智力因素(G因素)不同。两组儿童智力测验提取的因子数也不同。影响儿童行为问题的因素为：父亲文化程度低、父母教育子女态度不一致、距上次怀孕间隔小于6个月、妊娠期严重的反应和母亲非从事农业生产的职业等。影响儿童智力因素：怀孕时母亲的年龄、母亲文化程度、年购买儿童课外书籍花费、孕早期母亲阴道出血情况、新生儿第一声啼哭距分娩时间、婴儿4月时头能否竖直等。通径分析结果提示，母亲妊娠时年龄主要通过直接作用对儿童智力产生影响；而母亲文化程度除主要通过直接作用外，其间接影响也不可忽视。同时，初步建构了男女儿童行为-智力-学习成绩的相关模型。 【结论】行为问题儿童智力可能具有不同的智力因素结构，其智力发展具有不平衡性。儿童的行为与智力发展是多种因素相互作用、相互影响的结果。儿童行为、智力、学习成绩之间的关系还需进一步探索。更多还原

【Abstract】 [Objective] To explore the intelligence characteristics of children with behavioral problems, to study the influential factors of children behavioral problems and the intelligence quotient (IQ), and to provide evidence for children’s mental health care. [Methods] Among 1 540 rural children aged 6-13, 117 were rated behavioral problems by using Conners Teacher Rating Scale (CTRS). Intelligence quotients of the children with behavioral problems and the same number of children with no behavioral problems in the controls were tested by using Chinese Wechsler Intelligence Scale for Children (C-WISC). Their parents demographic variables and the family economic status were investigated by inquisiting their parents personally. The tested results of C-WISC in the two groups were compared, and the influential factors of children behavioral problems were analyzed. In addition, another 292 children tested by C-WISC were selected to analyze the influential factors of IQ. [Results] The detected rate of children with behavioral problems was 7.6%, which was no statistical significance between male and female children. But there was statistical significant difference in intelligence factor structures between the children with behavioral problems and these without behavioral problems. The general intelligence,G factor, was different between the two groups. The number of factors caculated with factor analysis was also different. The influential factors of children with behavioral problems were as follows: father’s lower educational levels, mother without farm work as the occupation, inconsistency of parents’ attitude to children, short of six months since last pregnancy and serious response during first trimester gestation. The influential factors on IQ were: mother’s age in pregnancy, mother’s educational levels, expenses on books yearly for children, vagina bleeding during first trimester gestation, interval of infants’ first cry after delivery, infants’ head stability at age four months. Path analysis showed that mother’s age in pregnancy directly affected children’s IQ, but mother’s educational levels not only directly but also indirectly affected children’s IQ. At the same time, a correlation model of rating scores of behavioral problems, intelligence and learning achievements was primarily put forward.[ Conclusion ] The children with behavioral problems might have different intelligence factor structure, and the development of their IQ was imbalenced. The behavioral problems and IQ in children were the results of the interaction of the multiple factors. The relationships among behavioral problems, intelligence and learning achievements are very complicated and need to be further studied.更多还原