Georgiades Katholiki, Boyle Michael H, Duku Eric
Offord Centre for Child Studies, McMaster University, Hamilton, Ontario, Canada.
Child Dev. 2007 Sep-Oct;78(5):1572-91. doi: 10.1111/j.1467-8624.2007.01084.x.
Data from a nationally representative sample of 13,470 children aged 4-11 years were used to study contextual influences on children's mental health and school performance, the moderating effects of family immigrant status and underlying family processes that might explain these relationships. Despite greater socioeconomic disadvantage, children living in recent immigrant families had lower levels of emotional-behavioral problems and higher levels of school performance. Living in a neighborhood characterized with higher concentration of immigrants was associated with lower levels of emotional-behavioral problems among children living in immigrant families; the reverse was true for children living in nonimmigrant families. These differences are partially explained by family process variables. The implications of these findings for future research and policy are discussed.
来自全国范围内具有代表性的13470名4至11岁儿童的样本数据，被用于研究环境对儿童心理健康和学业成绩的影响、家庭移民身份的调节作用以及可能解释这些关系的潜在家庭过程。尽管存在更大的社会经济劣势，但生活在新移民家庭中的儿童情绪行为问题水平较低，学业成绩较高。生活在移民集中度较高的社区，与移民家庭儿童较低的情绪行为问题水平相关；对于非移民家庭儿童而言，情况则相反。这些差异部分可由家庭过程变量来解释。本文讨论了这些研究结果对未来研究和政策的启示。
