Hope Timothy L, Bierman Karen L
The Pennsylvania State University and The Conduct Problems Prevention Research Group 1.
J Sch Psychol. 1998 Apr 1;36(1):45-58. doi: 10.1016/s0022-4405(97)00049-6.
This study examined the cross-situational patterns of behavior problems shown by children in rural and urban communities at school entry. Behavior problems exhibited in home settings were not expected to vary significantly across urban and rural settings. In contrast, it was anticipated that child behavior at school would be heavily influenced by the increased exposure to aggressive models and deviant peer support experienced by children in urban as compared to rural schools, leading to higher rates of school conduct problems for children in urban settings. Statistical comparisons of the patterns of behavior problems shown by representative samples of 89 rural and 221 urban children provided support for these hypotheses, as significant rural-urban differences emerged in school and not in home settings. Cross-situational patterns of behavior problems also varied across setting, with home-only patterns of problems characterizing more children at the rural site and school-only, patterns of behavior problems characterizing more children at the urban sites. In addition, whereas externalizing behavior was the primary school problem exhibited by urban children, rural children displayed significantly higher rates of internalizing problems at school. The implications of these results are discussed for developmental models of behavior problems and for preventive interventions.
本研究考察了农村和城市社区儿童入学时行为问题的跨情境模式。预计家庭环境中表现出的行为问题在城乡环境中不会有显著差异。相比之下，预计城市儿童在学校的行为会受到更多接触攻击性榜样以及与农村学校儿童相比在城市学校中经历的偏差同伴支持的严重影响，导致城市环境中儿童的学校行为问题发生率更高。对89名农村儿童和221名城市儿童的代表性样本所表现出的行为问题模式进行的统计比较支持了这些假设，因为城乡差异在学校环境中出现，而在家庭环境中未出现。行为问题的跨情境模式也因环境而异，农村地区更多儿童表现为仅在家庭中有问题的模式，而城市地区更多儿童表现为仅在学校有行为问题的模式。此外，外化行为是城市儿童表现出的主要学校问题，而农村儿童在学校表现出内化问题的比率显著更高。讨论了这些结果对行为问题发展模型和预防干预的意义。
