儿童智力与其情绪/行为问题和社会能力的关系：一年级学生的性别差异。
Relationship between children's intelligence and their emotional/behavioral problems and social competence: gender differences in first graders.
机构信息
Research Institute of Science and Technology for Society, Japan Science and Technology Agency, Tokyo, Japan.
出版信息
J Epidemiol. 2010;20 Suppl 2(Suppl 2):S466-71. doi: 10.2188/jea.je20090146. Epub 2010 Feb 23.
BACKGROUND
The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders.
METHODS
Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ).
RESULTS
The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls.
CONCLUSIONS
Children's gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways.
背景
本研究考察了一年级学生智力与发展问题以及社会能力之间相关性的性别差异。
方法
本研究共纳入 90 对亲子。这些儿童均为来自一所小学一年级的 7 岁儿童。所有儿童均接受了韦氏儿童智力量表第三版（WISC-III）、亲子互动评定量表（IRS）和父母报告版的长处与困难问卷（SDQ）评估。
结果
研究结果表明，男孩的加工速度与同伴关系显著相关。另一方面，女孩的情绪症状与智力能力之间存在更常见的关联。教养方式与智力能力之间的相关性在男孩和女孩中有所不同。
结论
在评估儿童智力能力和发展问题的多样性时，应考虑儿童的性别。此外，教养方式也以各种方式影响儿童的发展。
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