Barry Tammy D, Dunlap Sarah T, Cotten Sarah J, Lochman John E, Wells Karen C
Department of Psychology, University of Southern Mississippi, Hattiesburg, 39406, USA.
J Am Acad Child Adolesc Psychiatry. 2005 Mar;44(3):265-73. doi: 10.1097/00004583-200503000-00011.
The current study examined how self-reported maternal stress and distress are associated with child disruptive behaviors.
Mother and teacher ratings of child disruptive behavior problems (attention problems, aggression, and delinquency) were collected for 215 male participants, ranging in age from 9 to 12 years. Participating mothers also provided self-report data on socioeconomic status (SES), parenting stress, and distress (depression and anxiety/somatization).
Low SES was significantly associated with both mother- and teacher-reported child disruptive behavior problems. Regression analyses indicated a relation between parenting stress and mother-reported child disruptive behavior problems, even when controlling for SES. Results also indicated a significant relation between maternal distress and mother-reported child disruptive behavior problems (particularly attention problems), even when controlling for SES and parenting stress. Maternal stress and distress were not significantly related to teacher-reported child disruptive behavior problems.
Although the lack of an association between teacher-reported behavior problems and maternal stress and distress could be interpreted as a rater bias by these mothers, it may be that the mothers' symptoms are associated with a stressful home environment, thus exacerbating child disruptive behavior problems and eventually leading to a reciprocal relation between symptomatology in mothers and children.
本研究探讨了自我报告的母亲压力和困扰与儿童破坏性行为之间的关联。
收集了215名年龄在9至12岁的男性参与者的母亲和教师对儿童破坏性行为问题（注意力问题、攻击行为和违纪行为）的评分。参与研究的母亲还提供了关于社会经济地位（SES）、育儿压力和困扰（抑郁和焦虑/躯体化）的自我报告数据。
低社会经济地位与母亲和教师报告的儿童破坏性行为问题均显著相关。回归分析表明，即使在控制了社会经济地位之后，育儿压力与母亲报告的儿童破坏性行为问题之间仍存在关联。结果还表明，即使在控制了社会经济地位和育儿压力之后，母亲的困扰与母亲报告的儿童破坏性行为问题（特别是注意力问题）之间也存在显著关联。母亲的压力和困扰与教师报告的儿童破坏性行为问题没有显著关系。
虽然教师报告的行为问题与母亲的压力和困扰之间缺乏关联可能被解释为这些母亲存在评分偏差，但也可能是母亲的症状与压力大的家庭环境有关，从而加剧了儿童的破坏性行为问题，并最终导致母亲和儿童症状之间的相互关系。
