Ackerman Brian P, Brown Eleanor, Izard Carroll E
Department of Psychology, University of Delaware, Newark 19716, USA.
Child Dev. 2003 May-Jun;74(3):694-709. doi: 10.1111/1467-8624.00563.
This study used a person-centered approach to understand continuity and change in the externalizing behavior of children from economically disadvantaged families (N = 134). Groups of children differed in showing high levels of externalizing behavior in first grade (7 years old) that persisted (persistent problem) or decreased (improver) in third grade (9 years old) and low levels in first grade that were stable (unproblematic) or increased (new problem) in third grade. The results showed that verbal ability, behavioral impulsivity, parent maladjustment, and harsh parenting distinguished the persistent problem and unproblematic groups. Family instability was associated with change for the improver and new problem groups. The results suggest the importance of examining changes in the early adjustment to school for children from economically disadvantaged families.
本研究采用以人为本的方法，以了解经济弱势家庭儿童（N = 134）外化行为的连续性和变化情况。儿童群体在一年级（7岁）时外化行为水平较高，到三年级（9岁）时持续存在（持续性问题）或有所下降（改善型），以及一年级时外化行为水平较低，到三年级时保持稳定（无问题型）或有所上升（新问题型）方面存在差异。结果表明，语言能力、行为冲动性、父母适应不良和严厉教养方式区分了持续性问题组和无问题组。家庭不稳定与改善型和新问题型群体的变化有关。结果表明，研究经济弱势家庭儿童早期入学适应的变化具有重要意义。
