小学生的焦虑与阅读困难：单向关系还是双向关系的证据？
Anxiety and reading difficulties in early elementary school: evidence for unidirectional- or bi-directional relations?
机构信息
Department of Psychology, University of Houston, Houston, TX 77204-5022, USA.
出版信息
Child Psychiatry Hum Dev. 2012 Feb;43(1):35-47. doi: 10.1007/s10578-011-0246-1.
Abstract
The present study examined competing models of the bi-directional influences of anxiety and reading achievement. Participants were 153 ethnically-diverse children (84 male, 69 female) from general education classes evaluated in the winter and spring of their first-grade academic year. Children completed standardized measures of reading achievement involving decoding and fluency along with an anxiety rating scale. Hierarchical linear regression analyses revealed that separation anxiety symptoms were negatively predicted by fluency performance and harm avoidance symptoms were positively predicted by decoding performance. Fluency performance was positively predicted by harm avoidance and total anxiety (for girls only) symptoms, while decoding was not predicted by any anxiety subscale.
摘要
本研究考察了焦虑和阅读成绩的双向影响的竞争模型。参与者为 153 名来自普通教育班级的种族多样化儿童（84 名男性，69 名女性），他们在一年级的冬季和春季接受了评估。儿童完成了标准化的阅读成就测量，包括解码和流畅性，以及焦虑评定量表。分层线性回归分析显示，分离焦虑症状与流畅性表现呈负相关，回避症状与解码表现呈正相关。流畅性表现与回避和总焦虑（仅适用于女孩）症状呈正相关，而解码与任何焦虑分量表都没有预测关系。
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