Risk factors for learning-related behavior problems at 24 months of age: population-based estimates.
Risk factors for learning-related behavior problems at 24 months of age: population-based estimates.
复制标题
24 个月大时学习相关行为问题的危险因素：基于人群的估计。
DOI：
10.1007/s10802-008-9279-8
复制
发表时间：
2009
影响因子：
3.6
通讯作者：
Maczuga,Steven
中科院分区：
文献类型：
--
作者：
Morgan,PaulL;Farkas,George;Hillemeier,MarianneM;Maczuga,Steven
我们使用了一个大样本的独生子女来估计社会经济地位（SES），种族/民族，性别，其他社会人口统计学，妊娠和出生因素，以及养育子女的风险在24个月大的学习相关的行为问题的影响。我们调查了这些因素在多大程度上增加了孩子在与非看护者一起完成一系列认知和身体任务时表现出注意力不集中、缺乏任务坚持性、不感兴趣、不合作或沮丧的风险。结果表明，男孩表现出与学习有关的行为问题的可能性是女孩的两倍。来自低社会经济地位家庭的儿童表现出此类行为问题的可能性约为来自高社会经济地位家庭的儿童的两倍，这在很大程度上归因于母亲教育水平低的影响。通过对这些因素进行统计控制，我们发现一些亚洲和美洲原住民儿童的学习相关行为问题一直呈显著上升趋势。非裔美国儿童的结果喜忧参半。西班牙裔儿童的问题行为风险并没有持续升高。这些影响中只有一小部分是由儿童的妊娠或出生特征的变化所解释的。很大一部分，但仍然不到一半的社会人口影响可归因于儿童的父母的测量功能。这项研究有助于提供基于人口的儿童学习相关行为问题的风险估计，而在早期干预最有效的年龄。
We used a large sample of singleton children to estimate the effects of socioeconomic status (SES), race/ethnicity, gender, additional socio-demographics, gestational and birth factors, and parenting on children’s risk for learning-related behavior problems at 24 months of age. We investigated to what extent these factors increased a child’s risk of displaying inattention, a lack of task persistence, disinterest, non-cooperation, or frustration as he or she completed a series of cognitive and physical tasks with a non-caregiver. Results indicated that boys are about twice as likely as girls to display learning-related behavior problems. Children from lower SES households are about twice as likely as those from high SES households to display such behavior problems, which is largely attributable to the effects of having a mother with a low educational level. Statistically controlling for these factors, we found consistently significant patterns of elevated learning-related behavior problems for some Asian and Native American children. Results for African-American children were mixed. Hispanic children did not have consistently elevated risks of problem behaviors. Only small portions of these effects are explained by variation in the children’s gestational or birth characteristics. A significant portion, but still less than half of the socio-demographic effects are attributable to measured features of the children’s parenting. This study helps provide population-based estimates of children’s risk for learning-related behavior problems while at an age when early interventions are most effective.