Rowe E, Eckenrode J
Department of Human Development, Martha Van Rennselaer Hall, Cornell University, Ithaca, NY 14853, USA.
Child Abuse Negl. 1999 Aug;23(8):813-32. doi: 10.1016/s0145-2134(99)00044-7.
In this study we examined the relationship between child maltreatment and the timing of academic difficulties.
This study uses survival analysis to investigate the timing of risk of experiencing an academic difficulty for the first time. Three types of academic difficulties were examined-grade repetitions, poor English grades, and poor math grades. The sample included approximately 300 maltreated and 300 nonmaltreated children aged 5-18.
Maltreated children displayed greater risk than nonmaltreated children of repeating a grade and receiving a poor English and mathematics grade for the first time across most elementary years. Maltreated and nonmaltreated children share the same peaks in risk: first grade for their first grade repetitions and kindergarten for their first poor English and math grade. The best-fitting discrete time hazards models suggested underlying temporal patterns of risk vary according to the type of academic difficulty. For instance, maltreated children were at substantially higher risk than nonmaltreated children of repeating kindergarten and first grade. From second through sixth grade, maltreated and nonmaltreated children were indistinguishable in their risk of repeating a grade for the first time. In contrast, discrete-time hazards modeling showed that while the absolute risk of receiving a poor English or mathematics grade changes across the elementary years, the relative risk by maltreatment status does not.
While maltreated and nonmaltreated children share the same peaks in risk, the relative risk changes across time for grade repetitions but not for the first occurrence of a poor English or mathematics grade. In summary, this study highlights the importance of time in understanding the relationship between child maltreatment and academic difficulties.
在本研究中，我们考察了儿童虐待与学业困难发生时间之间的关系。
本研究采用生存分析来调查首次经历学业困难的风险发生时间。考察了三种学业困难类型——留级、英语成绩差和数学成绩差。样本包括约300名受虐待儿童和300名未受虐待儿童，年龄在5至18岁之间。
在大多数小学阶段，受虐待儿童比未受虐待儿童留级以及首次英语和数学成绩差的风险更高。受虐待儿童和未受虐待儿童在风险高峰方面相同：留级的风险高峰在一年级，首次英语和数学成绩差的风险高峰在幼儿园。拟合度最佳的离散时间风险模型表明，潜在的风险时间模式因学业困难类型而异。例如，受虐待儿童比未受虐待儿童在幼儿园和一年级留级的风险要高得多。从二年级到六年级，受虐待儿童和未受虐待儿童在首次留级风险方面没有差异。相比之下，离散时间风险模型显示，虽然在小学各年级中获得差的英语或数学成绩的绝对风险有所变化，但按虐待状况划分的相对风险没有变化。
虽然受虐待儿童和未受虐待儿童在风险高峰方面相同，但留级的相对风险随时间变化，而首次出现差的英语或数学成绩的相对风险则不然。总之，本研究凸显了时间在理解儿童虐待与学业困难之间关系中的重要性。
