Boyle Michael H, Lipman Ellen L
Canadian Centre for Studies for Children at Risk, Department of Psychiatry and Behavioral Neurosciences, McMaster University Faculty of Health Sciences, Hamilton, Ontario.
J Consult Clin Psychol. 2002 Apr;70(2):378-89. doi: 10.1037//0022-006x.70.2.378.
This study evaluated the influence of neighborhoods and socioeconomic disadvantage on behavioral problems rated by parents and teachers in a nationally representative sample of children ages 4 to 11 years living in Canada. Between-neighborhood variation accounted for 7.6% and 6.6% of parent and teacher ratings, respectively. About 25.0% of this neighborhood variation could be explained by socioeconomic variables evenly divided between neighborhood and family-level measures. Family socioeconomic status, lone-parent family status, and percentage of lone parents in neighborhoods were strong, reliable predictors of behavioral problems. Ratings were contextualized: Fewer behavioral problems were assessed in children from well-off families living in disadvantaged neighborhoods, whereas more problems were assessed in children from poor families living in advantaged neighborhoods.
本研究评估了社区环境和社会经济劣势对加拿大全国范围内具有代表性的4至11岁儿童家长和教师评定的行为问题的影响。社区间差异分别占家长评定和教师评定的7.6%和6.6%。这种社区间差异的约25.0%可由社会经济变量解释，这些变量在社区层面和家庭层面的测量指标中平均分配。家庭社会经济地位、单亲家庭状况以及社区中单亲家庭的比例是行为问题的有力且可靠的预测因素。评定结果是结合具体情境的：生活在弱势社区的富裕家庭儿童被评定出的行为问题较少，而生活在优势社区的贫困家庭儿童被评定出的问题较多。
