Devine Rory T, Gray Louise, Edwards Miryam, Jess Mikeda, Dempsey Caoimhe, Heng Jean, Mehrotra Mishika, D'Souza Hana, Fink Elian, Hughes Claire
School of Psychology, Center for Developmental Science, University of Birmingham.
Center for Family Research, University of Cambridge.
Dev Psychol. 2025 Aug;61(8):1464-1478. doi: 10.1037/dev0001962. Epub 2025 Apr 10.
The aim of the present study was to examine the relation between children's well-being and mental health in the early years of primary school and the developmental association between well-being and mental health and children's early social and academic skills. Two hundred fifty-two children (131 girls, = 5.40 years, 80% White) and their caregivers (89.8% mothers) from the United Kingdom participated in a 1-year longitudinal study. Children completed measures of well-being, cognitive, and academic skills. Caregivers provided ratings of children's well-being and mental health. Teachers and caregivers rated children's social competence. Measurement models showed that well-being and mental health were distinct constructs at both time points. There were moderate levels of rank-order stability in well-being but declines in average levels of well-being with a corresponding increase in mental health difficulties. Well-being and mental health exhibited differential associations with social competence and academic performance. Initial levels of mental health predicted later academic and social competence, while gains in well-being were associated with academic skills and social competence. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
本研究的目的是考察小学低年级儿童的幸福感与心理健康之间的关系，以及幸福感与心理健康和儿童早期社交及学业技能之间的发展关联。来自英国的252名儿童（131名女孩，平均年龄5.40岁，80%为白人）及其照顾者（89.8%为母亲）参与了一项为期1年的纵向研究。儿童完成了幸福感、认知和学业技能的测量。照顾者对儿童的幸福感和心理健康进行了评分。教师和照顾者对儿童的社会能力进行了评分。测量模型表明，幸福感和心理健康在两个时间点都是不同的构念。幸福感存在中等程度的等级顺序稳定性，但幸福感的平均水平下降，同时心理健康问题相应增加。幸福感和心理健康与社会能力和学业成绩表现出不同的关联。心理健康的初始水平预测了后期的学业和社会能力，而幸福感的提升与学业技能和社会能力相关。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
