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

1. 通过对各量表的因素分析，发现问题行为内化和外化存在共同因素。编制了教师抑郁评定量表。该量表具有较高的α系数（0.839）。该量表与DSRS呈显著的中度正相关，支持并发效度。开发了日本中学生同学积极互动量表（PISC）。这些量表具有较高的α系数（0.735 ~ 0.933）。量表与RSES、DSRS、sti - y均呈显著正相关，支持并发效度。第一次调查（时间1,4月）有713名七年级学生，第二次调查（时间2,5月）有312名，第三次调查（时间3,7月）有162名。学生完成的问卷包括同学积极互动量表（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等，More al.,2002）、日版罗森博格自尊量表（RSES; T1; Rosenberg,1979）、日版抑郁自评量表（DSRS; T1,T3; Birleson, 1981）和日版状态-特质焦虑量表Y表(STAI-Y; T1,T3；Spielberger et al.,1983)。以抑郁（DSRS; T3）和焦虑（sti - y; T3）为因变量，分别按性别对PISC（4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）、sti - y （T1）进行两次标准多元回归。结果显示，同学间的积极互动能预测学生未来的抑郁和焦虑水平。时间1和时间2的“朋友存在”、“舒适阶层”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对学生抑郁、焦虑的保护因素有重要作用。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