...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The Journal of adolescent health: official publication of the Society for Adolescent Medicine >Teachers' assessments of children's mental problems with respect to adolescents' subsequent self-reported mental health
【24h】

Teachers' assessments of children's mental problems with respect to adolescents' subsequent self-reported mental health

机译：老师对儿童心理问题的评估，涉及青少年随后自我报告的心理健康

获取原文
获取原文并翻译 | 示例
   

获取外文期刊封面封底 >>

       
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Purpose To investigate whether teachers' assessments of children are predictive of subsequent self-reported mental problems in adolescence and how these problems are concurrently linked with adolescents' overall life satisfaction. Method The study subjects originated from the prospective population-based Northern Finland Birth Cohort 1986 (N = 9,432). At age 8 years first-grade students' emotional and behavioral problems were assessed by their teachers with Rutter Children's Behavioural Questionnaires for teachers (RB2). At the age of 16 years, adolescents responded to the eight Youth Self-report (YSR) subscales and the one-item overall life satisfaction scale. Multivariate logistic regression was used to study the longitudinal relationship between RB2 and YSR. Results Children who had emotional problems according to their teachers (RB2) were more prone to withdrawal and social problems in adolescence (YSR). Behavioral problems in childhood (RB2) were predictive of attention problems, and delinquent and aggressive behavior (YSR), while hyperactivity (RB2) was only predictive of attention problems and delinquent behavior (YSR). Additionally, each YSR subscale was strongly and linearly associated with concurrent self-reported life satisfaction in adolescence. Conclusions Teachers' assessments of children were predictive of self-reported mental problems in adolescence, which, in turn, were strongly associated with concurrent self-reported life satisfaction. In order to support favorable growth of children to well-adjusted adolescents and to intervene as early as possible in the event of adverse progression, both teachers' assessments of children and adolescent's self-rated overall life satisfaction should be acknowledged.
机译：目的研究教师对孩子的评估是否可以预测青少年以后自我报告的心理问题，以及这些问题如何与青少年的整体生活满意度同时存在。方法研究对象来自预期的以人口为基础的北部芬兰出生队列1986（N = 9,432）。在8岁时，一年级学生的情感和行为问题由他们的老师使用针对教师的Rutter儿童行为问卷调查（RB2）进行了评估。青少年在16岁时回答了八个青年自我报告（YSR）分量表和一个项目总体生活满意度量表。多元logistic回归用于研究RB2和YSR之间的纵向关系。结果根据教师的情绪问题（RB2）的孩子在青春期更容易出现退缩和社交问题（YSR）。儿童时期的行为问题（RB2）可以预测注意力问题，不良和攻击行为（YSR），而活动过度（RB2）只能预测注意问题和不良行为（YSR）。此外，每个YSR分量表都与青春期同时自我报告的生活满意度强烈且线性相关。结论教师对孩子的评估可以预测青少年自我报告的精神问题，而这反过来与同时自我报告的生活满意度密切相关。为了支持儿童对适应良好的青少年的良好成长，并在不良进展情况下尽早进行干预，应该承认教师对儿童的评估以及青少年对自我评估的总体生活满意度。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号