Parish T S
College of Education, Kansas State University, Manhattan 66506.
J Psychol. 1990 Jan;124(1):113-8. doi: 10.1080/00223980.1990.10543209.
Teachers of 94 youth evaluated the functionality of their students' support systems by completing the Personal History Inventory for Children (Parish & Wigle, 1985). An analysis of variance revealed significant main effects due to students' family structure, gender, and birth order. Specifically, youth from divorced nonremarried and divorced remarried families experienced more dysfunctional support systems than youth from intact families. Further, boys were found to be at more risk than girls, and later borns were found to experience more support system failure than firstborns.
94名青少年的教师通过填写《儿童个人历史调查表》（帕里什和威格尔，1985年）来评估其学生支持系统的功能。方差分析显示，由于学生的家庭结构、性别和出生顺序，存在显著的主效应。具体而言，来自离异未再婚家庭和离异再婚家庭的青少年比来自完整家庭的青少年经历了更多功能失调的支持系统。此外，发现男孩比女孩面临更多风险，后出生的孩子比头胎出生的孩子经历了更多支持系统失效的情况。
