Geographic mobility and children's emotional/behavioral adjustment and school functioning.
Geographic mobility and children's emotional/behavioral adjustment and school functioning.
复制标题
地理流动性和儿童的情绪/行为调整和学校运作。
作者：
G. Simpson;M. Fowler
客观化
评估地理流动性与儿童情绪/行为适应和学校功能的关系。
设计
对1988年全国儿童健康访谈调查的数据进行分析，在该调查中，使用多阶段概率抽样来获得具有全国代表性的美国儿童健康和人口特征估计的数据。
参与者
10362名美国学龄儿童及其家人。
测量
1988年全国儿童健康访谈调查包括10,362名美国学龄儿童的健康和人口特征、情绪/行为变量、学校功能和地理流动性的数据。这项研究考察了儿童的地理流动性与儿童报告的情绪问题、心理帮助的使用、行为问题指数的得分、在学校重复某个年级以及被停学或开除的关系。
结果
24%的儿童从未搬过家，35%的儿童搬过一次或两次家，39%的6至17岁儿童一生中搬过三次或更多家。使用多元Logistic回归来控制重要的人口统计变量，与从未搬过的孩子相比，搬过三次或更多的孩子接受过心理帮助的可能性是2.3倍，有1.7倍的可能性重复了一个年级，被停学或开除的可能性是1.9倍。多元回归也被用来分析流动性与得分对行为问题指数的影响。与从未搬过家的孩子相比，搬过三次或更多次的孩子在行为问题指数得分前十分之一的可能性高出1.6倍。
结论
搬家三次或三次以上的孩子出现情绪/行为和学习问题的风险更高。因此，儿科医生、其他卫生专业人员和教育工作者应该警惕来自高度流动家庭的儿童可能存在的教育和心理问题。
OBJECTIVE
To evaluate the relationship of geographic mobility to children's emotional/behavioral adjustment and school functioning.
DESIGN
Analysis of data from the 1988 National Health Interview Survey of Child Health in which multistage probability sampling was used to obtain data for nationally representative estimates of health and demographic characteristics of US children.
PARTICIPANTS
10,362 US school-age children and their families.
MEASUREMENTS
The 1988 National Health Interview Survey of Child Health includes data on health and demographic characteristics, emotional/behavioral variables, school functioning, and geographic mobility for 10,362 US school-age children. This study examined the relationship of children's geographic mobility to children's reported emotional problems, use of psychological help, scores on a Behavior Problem Index, repeating a grade in school, and being suspended or expelled from school.
RESULTS
Twenty-four percent of children have never moved, 35% of children have moved once or twice, and 39% of children aged 6 to 17 years have moved three or more times in their lifetime. Using multiple logistic regression to control for important demographic variables, children who moved three or more times were 2.3 times more likely to have received psychological help, 1.7 times more likely to have repeated a grade, and 1.9 times more likely to have been suspended or expelled from school compared with children who had never moved. Multiple regression was also used to analyze the impact of mobility in relation to scores on the Behavior Problem Index. Children who moved three or more times were 1.6 times more likely to be in the top tenth percentile of scores on the Behavior Problem Index compared with children who had never moved.
CONCLUSIONS
Children who move three or more times are at increased risk for emotional/behavioral and school problems. Thus, pediatricians, other health professionals, and educators should be alert to the potential educational and psychological problems among children from highly mobile families.