Risk and protective factor of internalizing and externalizing problem behavior for child

1.通过对各测量指标的因子分析，发现问题行为的内化和外化存在一个共同的因子.编制了教师抑郁评定量表。该量表具有较高的α系数（.839）。并且该量表与DSRS呈显著的中度正相关，支持同时效度.编制了日本中学生的同学积极互动量表（PISC）。这些量表具有较高的α系数（.735~.933）。第一次（4月）、第二次（5月）和第三次（7月）的调查对象分别为713名、312名和162名七年级学生。学生们完成了关于同学积极互动量表（PISC ; T1，T2）、菊池社会技能测验（KiSS-18 ; T1 ;菊池，1998）、学校生活支持测验（SLST ; T1，T2 ; Sugihara et ...更多信息 例如，2002)日本版Rosenberg自尊量表（RSES ; T1 ; Rosenberg，1979）、日本版抑郁自评量表（DSRS ; T1，T3 ; Birleson，1981）和日本版状态-特质焦虑量表Y（STAI-Y; T1，T3 ; Spielberger et al.，1983).以抑郁（DSRS ; T3）和焦虑（STAI-Y ; T3）为因变量，分别与PISC（4个量表; T1、T2）、KiSS-18（T1）、学校适应不良（SLST ; T1、T2）、家庭压力（SLST; T1）、RSES（T1）、DSRS（T1）、STAI-Y（T1）进行标准多元回归分析。结果表明，同学之间的积极互动对学生未来的抑郁和焦虑水平有预测作用。时间1和时间2的“朋友的存在”、“舒适类”和“对他人友善”分量表对时间3的抑郁和焦虑水平有显著的负向影响。提示同学间的积极互动是大学生抑郁、焦虑的重要保护因素。少

1. There was a common factor in internalizing and externalizing problem behavior by using factor analysis of each measure.2. The teacher's rating scale for depression was developed. This scale had high alpha coefficient (.839). And this scale showed significant moderate positive correlations with DSRS, which supports concurrent validity.3. The positive interaction scales for classmates (PISC) of Japanese middle school students were developed. These scales had high alpha coefficient (.735～.933). And these scales showed significant positive correlations with RSES, DSRS and STAI-Y, which supports concurrent validity.There were713 7th-grade students in the first survey (Time 1 ; April), 312 in the second survey (Time 2 ; May) and 162 in the third survey (Time 3 ; July). Students completed questionnaires that asked about the Positive Interaction Scale for Classmates (PISC ; T1,T2),Kikuchi's Social Skill Test (KiSS-18 ; T1 ; Kikuchi,1998), School Life Support Test (SLST ; T1,T2 ; Sugihara et … More al.,2002)Japanese version of Rosenberg Self-Esteem Scale (RSES ; T1 ; Rosenberg ,1979), Japanese version of Depression Self Rating Scale (DSRS ; T1,T3 ; Birleson, 1981) and Japanese version of State-Trait Anxiety Inventory form Y (STAI-Y; T1,T3 ; Spielberger et al.,1983).Two standard multiple regressions were performed between depression (DSRS ; T3) and anxiety (STAI-Y ; T3) as the dependent variables and PISC (4scales ; T1, T2), KiSS-18 (T1), school maladjustment (SLST ; T1, T2), family stress (SLST ; T1), RSES (T1), DSRS (T1), STAI-Y (T1), separately by gender. The results showed that having positive interaction between classmates predicted students' future depression and anxiety level. The subscales of "friend's existence", "comfortable class" and "kindness to others" at Time 1 and Time 2 had significant negative effect on depression and anxiety level at Time 3. It was suggested that positive interaction for classmates is important for students to protective factor of depression and anxiety. Less