Silverman W K, La Greca A M, Wasserstein S
Department of Psychology, Florida International University, Miami 33199, USA.
Child Dev. 1995 Jun;66(3):671-86. doi: 10.1111/j.1467-8624.1995.tb00897.x.
This study examined worry in elementary school aged children and its relation to anxiety. The study also examined whether parameters of excessive or dysfunctional worry could be delineated. Children from second through sixth grades (ages 7-12 years) were interviewed using a structured approach and completed several child anxiety measures. Parameters of worry assessed included: number of worries, areas of worry, intensity of worries, and perceptions of the frequency of worry events. Findings revealed few age-related differences but found that girls reported more worries than boys and that African-Americans reported more worries than white or Hispanic children. The three most common areas of worry involved School, Health, and Personal Harm. Anxiety was significantly associated with worry, providing empirical support for a link between these two constructs. Worry parameters, especially number and intensity of worries, could differentiate high and low anxious children in a normal school sample. Implications of these findings for understanding the role of worry in childhood anxiety are discussed.
本研究调查了小学年龄段儿童的担忧及其与焦虑的关系。该研究还探讨了是否能够界定过度或功能失调性担忧的参数。采用结构化方法对二至六年级（7 - 12岁）的儿童进行访谈，并让他们完成了几项儿童焦虑测评。所评估的担忧参数包括：担忧的数量、担忧的领域、担忧的强度以及对担忧事件发生频率的认知。研究结果显示，年龄相关差异较少，但发现女孩报告的担忧比男孩多，非裔美国人报告的担忧比白人或西班牙裔儿童多。三个最常见的担忧领域涉及学校、健康和人身伤害。焦虑与担忧显著相关，为这两种心理结构之间的联系提供了实证支持。担忧参数，尤其是担忧的数量和强度，能够在正常学校样本中区分高焦虑和低焦虑儿童。本文讨论了这些研究结果对于理解担忧在儿童焦虑中所起作用的意义。
