VIVE-The Danish Center for Social Science Research, Copenhagen, Denmark.
Department of Public Health, Aarhus University, Aarhus, Denmark.
PLoS One. 2019 Jul 25;14(7):e0220193. doi: 10.1371/journal.pone.0220193. eCollection 2019.
Exploiting nation-wide data from the Danish National Birth Cohort, we show that children's emotional and behavioral problems measured by the Strengths and Difficulties Questionnaire (SDQ) are closely related to their performance in standardized academic tests for reading and mathematics in sixth grade. The relationship is remarkably linear across the entire distribution for both the total difficulties score and subscale scores of the SDQ; higher scores on the SDQ (more problems) are related to worse performance in academic tests. We assess the similarity across respondent type; parent (child age 7 and 11), teacher (child age 11) and self-reported scores (child age 11), and find that teacher and parent reported scores have very similar slopes in the SDQ-test score relationship, while the child reported SDQ in relation to the academic test performance has a flatter slope.
利用丹麦全国出生队列的全国性数据，我们表明，通过《长处和困难问卷》（SDQ）衡量的儿童情绪和行为问题与他们在六年级标准化阅读和数学学术测试中的表现密切相关。这种关系在 SDQ 的总分和子量表得分的整个分布中都非常线性；SDQ 上的得分越高（问题越多），与学术测试中的表现越差相关。我们评估了不同受访者类型（儿童年龄为 7 岁和 11 岁的父母、儿童年龄为 11 岁的教师和自我报告的分数）之间的相似性，发现教师和家长报告的分数在 SDQ-测试分数关系中具有非常相似的斜率，而儿童报告的 SDQ 与学术测试表现之间的斜率则较为平缓。
