家庭环境与学习障碍儿童行为、自我意识、个性的相关性

目的 :探讨学习障碍 (learningdisorders ,LD)儿童的家庭环境特点及其与儿童行为、自我意识、个性特征的相关性。方法 :选用家庭环境量表中文版 (FES -CV)、Rutter儿童行为问卷 (父母问卷 )、艾森克个性问卷 (EPQ -儿童版 )和Piers -Harris儿童自我意识量表分别对 110名LD和 110名学习优秀 (对照 )组儿童进行评定。结果 :资料齐全的LD组儿童 91名 ,对照组 98名。LD组儿童的家庭在FES量表的亲密度、情感表达、成功性、知识性的评分低于对照组 (P <0 0 5 ) ,而矛盾性则高于对照组 (P <0 0 1) ;LD组儿童的行为和自我意识总分显著低于对照组 (均P <0 0 0 1) ,在EPQ的精神质和神经质得分高于对照组(P <0 0 5 ) ,内外向得分低于对照组 (P <0 0 0 1)。FES的某些环境因素分别与LD和对照组儿童的行为、自我意识、个性特点有关。结论 :LD儿童处在相对不良的家庭环境中 ,家庭环境因素对LD组和对照组儿童行为、自我意识、个性的影响不同。

Family Environment and the Development of Behavior, Self-concept and Personality in Children with Learning Disorders

Objective:To study the family environment, self-concept, personality of children with learning disorder (LD) Method:110 children with LD and 110 children with good academic achievements were assessed with FES-CV (family environment scale-Chinese version), Rutter Behavior Scale (parents), PHCSS (Piers-Harris children's self-concept scale) and EPQ for children Result:91 children in LD group and 98 in control group completed above tests The results showed that children with LD had lower scores of cohesion, expressiveness, achievement orientation and intellectual-cultural in FES-CV, they had lower self-concept and more behavior problems than control, they had also higher scores in psychoticism and neuroticism of EPQ, and they were less extroversive than control In both groups, family environment factors were associated with children's self-concept, behavior problems and personality Conclusion:Children with LD have poor self-concept, more behavior problems and personality problems, which are associated with their poorer family environment