Youssef N M
Faculty of Nursing, High Institute of Nursing, Cairo University, Egypt.
Matern Child Nurs J. 1988 Winter;17(4):217-302.
A correlation study was conducted to investigate school adjustment of school-age children and adolescents with varying degrees of severity of congenital heart disease. School adjustment was inferred from scholastic achievement, scholastic grade average, social competence and behavior as assessed by mothers, and adaptive functioning and behavior as assessed by teachers. Forty-eight children with mild, moderate, and severe congenital heart disease (16 children in each group) and their mothers and teachers participated in the study. Data were obtained from: (a) the Coopersmith Self-Esteem Inventory, and the Children's Depression Inventory completed by the children; (b) the Child Behavior Checklist and demographic data sheet completed by the mothers; (c) the Child Behavior Checklist--Teacher's Report Form, and the information sheet on Absence Rate and Scholastic Grade Average completed by the teachers; and (d) the children's medical records. Two-way and three-way analysis of variance were performed between the mean scores for each of the variables. Statistical significance was found (a) between the means for absence rate, behavior as assessed by teachers, and depression with respect to severity of congenital heart disease; (b) between the means for scholastic achievement, scholastic grade average, and adaptive functions and behavior as assessed by teachers according to IQ level; (c) between the means for scholastic achievement, scholastic grade average, and social competence as assessed by mothers regarding level of self-esteem; (d) between the mean scores for social competence with respect to level of depression. There were also three significant interactions: between age and sex for the means of behavior as assessed by mothers; between severity of heart disease and I level for the means of behavior as assessed by teachers; and between severity of heart disease and depression level for the means of social competence. It was concluded that children with congenital heart disease with the added burdens of below average IQ, low self-esteem, and high depression were at particular risk for poor school adjustment.
一项相关性研究旨在调查不同先天性心脏病严重程度的学龄儿童和青少年的学校适应情况。学校适应情况是根据学业成绩、平均学业成绩、母亲评估的社交能力和行为以及教师评估的适应性功能和行为来推断的。48名患有轻度、中度和重度先天性心脏病的儿童（每组16名儿童）及其母亲和教师参与了该研究。数据来自：(a) 儿童填写的库珀史密斯自尊量表和儿童抑郁量表；(b) 母亲填写的儿童行为清单和人口数据表；(c) 教师填写的儿童行为清单——教师报告表以及缺勤率和平均学业成绩信息表；(d) 儿童的病历。对每个变量的平均得分进行了双向和三向方差分析。发现了以下统计学显著性：(a) 先天性心脏病严重程度不同，缺勤率、教师评估的行为和抑郁的平均值之间存在差异；(b) 根据智商水平，学业成绩、平均学业成绩以及教师评估的适应性功能和行为的平均值之间存在差异；(c) 母亲评估的学业成绩、平均学业成绩和社交能力的平均值在自尊水平方面存在差异；(d) 社交能力的平均得分在抑郁水平方面存在差异。还存在三个显著的交互作用：母亲评估的行为平均值在年龄和性别之间；教师评估的行为平均值在心脏病严重程度和智商水平之间；社交能力的平均值在心脏病严重程度和抑郁水平之间。研究得出结论，患有先天性心脏病且智商低于平均水平、自尊心低和抑郁程度高的儿童尤其有学校适应不良的风险。
