轻度智力残疾儿童的自尊与心理地位特征

目的 研究轻度智力残疾儿童的自尊、心理地位特征,以及适应性行为对自尊和心理地位的影响。方法 2019年11月至2020年1月,对上海162例轻度智力残疾儿童进行调查。采用适应性行为评定量表第二版(ABAS-Ⅱ)、Rosenberg自尊量表(SES)和心理地位量表(LPS)进行评价。使用结构方程模型研究适应性行为对自尊与心理地位的具体影响。结果 轻度智力残疾儿童的SES评分为(23.52±5.49),显著低于常模(28.75±4.86) (t = -12.140, P < 0.001);LPS评分为(50.76±11.85)。结构方程模型显示,适应性行为中的概念技能对轻度智力残疾儿童的心理地位有负向影响(B = -0.450, P < 0.05);社会技能(B = 0.480, B = 0.331, P < 0.05)和实用技能(B = 0.490, B = 0.294, P < 0.05)对轻度智力残疾儿童的心理地位和自尊有正向影响。结论 轻度智力残疾儿童的自尊水平略低,心理地位水平达到理论中值。适应性行为中,社会技能和实用技能均对自尊和心理地位有显著的正向影响,概念技能对心理地位有负向影响。

Characteristics of Self-esteem and Life Position of Children with Mild Intellectual Disability

Objective To study the characteristics of self-esteem and life position of children with mild intellectual disability and the effects of adaptive behavior on self-esteem and life position.Methods From November, 2019 to January, 2020, 162 children with mild intellectual disabilities in Shanghai were investigated and evaluated with Adaptive Behavior Assessment System-Second version (ABAS-Ⅱ), Rosenberg Self-esteem Scale (SES) and Life Position Scale (LPS). Structural equation model was used to explore the specific effects of adaptive behavior on self-esteem and life position.Results The score of SES was (23.52±5.49), which was slightly lower than the norm (28.75±4.86) (t = -12.140, P < 0.001). The score of LPS was (50.76±11.85). Structural equation model showed that conceptual skill in adaptive behavior negatively affected life position (B = -0.450, P < 0.05); social skill (B = 0.480, B = 0.331, P < 0.05) and practical skill (B = 0.490, B = 0.294, P < 0.05) positively affected both life position and self-esteem.Conclusion Self-esteem decreases in children with mild intellectual disability, and the life position reached the theoretical median level. Among adaptive behavior, both social skill and practical skill positively affect self-esteem and life position, while conceptual skill negatively affects life position.