Emotional and behavioural problems in primary school children from nuclear and extended families in Korea
Emotional and behavioural problems in primary school children from nuclear and extended families in Korea
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DOI：
10.1017/s0021963098003047
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发表时间：
1998-10-01
期刊：
影响因子：
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通讯作者：
St James-Roberts, I
中科院分区：
文献类型：
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作者：
Hwang, HJ;St James-Roberts, I
韩国社会发生的变化为研究家庭结构对儿童情绪和行为问题的影响提供了机会。来自韩国两个城市的7-13岁儿童的情绪和行为问题，在学校由他们的老师进行评估，使用儿童行为问卷。在研究1中，326名来自大家庭的儿童与同一学校班级的人口统计学匹配的核心家庭儿童进行了比较。在第二项研究中，我们又对204名大家庭儿童与配对的核心家庭儿童进行了比较，以重复研究结果。研究1中的儿童在2.5年后接受了随访。来自大家庭的儿童行为问题得分较低，大家庭儿童严重问题的发生率较低。这些差异最显着的外部行为问题，并在研究和时间是稳定的。大家庭中的祖父母可以通过提供依恋，情感和知识的来源来增加儿童的弹性，以及通过他们对父母的支持产生间接影响。与最近的想法一致的认知基础的行为问题，它可能是来自传统的文化信仰和价值观的行为规则内化的孩子从大家庭和概括，以防止在学校的行为问题。
The changes occurring within Korean society provide an opportunity for studying the influence of family structure on children's emotional and behavioural problems. Children aged 7-13 years from two;Korean cities were assessed for emotional and behavioural problems in school by their teachers, using the Children's Behaviour Questionnaire. In Study 1, 326 children from extended families were compared with demographically matched nuclear family children in the same school classes. In Study 2, a further sample of 204 extended family children was compared with pair-matched nuclear family children, in order to replicate the findings. Children from Study 1 were followed up 2.5 years later. Children from extended families had lower behaviour problems scores and the prevalence of serious problems was lower in extended family children. These differences were most marked in relation to externalising behaviour problems and were stable over the studies and time. Grandparents in extended families may increase children's resiliency by providing sources of attachment, affection, and knowledge, as well as having indirect effects through their support of parents. Consistent with recent ideas about the cognitive bases for behaviour problems, it may be that rules for behaviour derived from traditional cultural beliefs and values are internalised by children from extended families and generalise to prevent behaviour problems in school.