Socioeconomic Status, Emotional/Behavioral Difficulties, and Social Competence among Preschool Children in Japan
Socioeconomic Status, Emotional/Behavioral Difficulties, and Social Competence among Preschool Children in Japan
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DOI：
10.1007/s10826-018-1231-0
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发表时间：
2018-12-01
影响因子：
2.1
通讯作者：
Katsura, Toshiki
中科院分区：
文献类型：
--
作者：
Hosokawa, Rikuya;Katsura, Toshiki
社会经济地位是影响儿童发展的重要背景因素。然而，在审查相对贫穷对儿童发展的影响或特定社会经济地位指标与心理健康领域之间的关系方面的努力有限。本研究阐明了这些关系在日本学龄前儿童谁经历了高度的相对贫困。参与者是3218名5-6岁的日本儿童。他们的母亲完成了关于社会经济地位指标的自我报告问卷和衡量情绪/行为问题的优势和困难问卷。幼儿教师使用《学前儿童社会技能问卷》评估幼儿的社会能力。在单变量分析中，每个SES指标与所有情绪/行为问题域呈负相关。在多变量分析中，较低的家庭收入一致预测在所有情绪/行为问题领域的得分较高，而较低的母亲和父亲的教育水平独立预测在特定领域的得分较高。在单变量分析中，社会经济地位各指标与社会能力各维度呈显著正相关。在多变量分析中，较高的家庭收入预测较高的社会能力。然而，父亲的受教育程度只能预测自我控制，而母亲的受教育程度不能预测社会能力。家庭收入和父母受教育程度是情绪/行为问题和社会能力的显著独立预测因子。因此，这项研究表明，在一个相对贫困程度较高的国家，社会经济地位确实会影响儿童的发展，并强调了分别评估收入和教育状况的重要性，以便确定它们与学龄前儿童发展的潜在独特联系。
Socioeconomic status (SES) is an important contextual factor influencing children's development. However, there have been limited attempts to examine either the impact of relative poverty on child development or the relationships between specific SES indicators and mental health domains. This study elucidates these relationships in Japanese preschool children who experience high levels of relative poverty. Participants were 3218 Japanese children aged 5-6 years. Their mothers completed self-report questionnaires on SES indicators and the Strengths and Difficulties Questionnaire to measure emotional/behavioral problems. Children's teachers evaluated children's social competence using the Social Skills Questionnaire for Preschoolers. Each SES indicator had an inverse relationship with all emotional/behavioral problem domains in the univariate analysis. In the multivariate analysis, lower family income consistently predicted higher scores on all emotional/behavioral problem domains, whereas lower maternal and paternal education levels independently predicted higher scores in specific domains. Each SES indicator had positive relationships with all social competence dimensions in the univariate analysis. Higher family income consistently predicted higher social competence in the multivariate analysis. However, paternal education level only predicted self-control, and maternal education did not predict social competence. Family income and parental education levels were significant independent predictors of emotional/behavioral problems and social competence. Thus, this study suggests that SES does affect child outcomes in a country where there is a high level of relative poverty and underscores the importance of assessing income and education status separately in order to identify their potentially unique associations with development among preschool children.