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目的探讨学习困难青少年学生的家庭影响因素。方法采用自编父母一般情况问卷、父母养育方式问卷(EMBU)和家庭环境量表中文版(FES-CV)对合肥市和郑州市各3所普通中学运用分层整群抽样的方式,对887名初中生进行调查,按学习困难的界定标准共检出学习困难学生105名作为病例组,并按年龄、性别、年级与105名学习中等及以上初中生进行1∶1配对对照研究。结果病例组的父母亲受教育程度和职业层次低于对照组(P<0.01);父母亲的情感温暖与理解因子评分均低于对照组(P<0.05);在亲密度、情感表达、成功性、知识性4个维度评分也低于对照组(P<0.05或P<0.01),矛盾性维度评分却高于对照组(P<0.05)。结论在对学习困难青少年学生进行干预时,要注意改善其不良的家庭环境。
Objective To explore family influence factors of adolescent students with learning difficulties. Methods The stratified cluster sampling was carried out on three general secondary schools in Hefei and Zhengzhou with self-compiled parental general questionnaire, EMBU and FES-CV, Junior high school students were investigated. According to the definition of learning difficulties, 105 students with learning difficulties were detected as case groups. A 1: 1 matching control study was conducted with 105 middle and above junior high school students by age, sex and grade. Results The education level and occupational level of the parents in the case group were lower than those in the control group (P <0.01). The emotional warmth and comprehension factors scores of the parents were lower than those in the control group (P <0.05); in the aspects of intimacy, emotional expression, success (P <0.05 or P <0.01), and the contradictory dimension score was higher than that of the control group (P <0.05). Conclusion In intervening young students with learning difficulties, care should be taken to improve their poor family environment.