儿童自我报告孤独感和社交不满问卷在中国学前儿童中的应用
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摘要
目的:检验儿童孤独感和社交不满问卷(LSDQ)中文版在中国学前儿童的信度和效度。方法:本研究样本来自随机抽取的上海市3所公立幼儿园3～6岁的学前儿童(N=319,Mage=4.72岁,SD=0.58,179个男孩,占56%),儿童完成儿童孤独感和社交不满访谈以及同伴提名访谈,这些儿童的母亲完成孩子长处和困难问卷,间隔3个月后,这些儿童的带班教师完成儿童社会能力和行为评定简表以及儿童行为量表。结果:验证性因素分析结果表明,儿童孤独感和社交不满问卷单因素模型拟合良好(χ~2=163.78, df=103,χ~2/df=1.59, P<0.001, CFI=0.89, IFI=0.90, GFI=0.94,AGFI=0.92, RMSEA=0.04),儿童孤独感与同时期测量的同伴接纳和母亲评定亲社会行为的相关为r=-0.12, r=-0.16,Ps<0.01;儿童孤独感与3个月后教师评定的SCBE-30的社会能力、内化问题以及TBRS的学习问题相关分别为r=-0.13, P<0.05; r=0.18, P<0.01; r=0.13, P<0.05。LSDQ具有较高的内部一致性信度(α=0.79)。结论:本研究验证的儿童孤独感和社交不满问卷具有较好的信、效度,可作为中国学前儿童行为量表的评估工具。
Objective: The goal of this research was to assess the reliability and validity of the Chinese version of Loneliness and Social Dissatisfaction Questionnaire(LSDQ) in Chinese preschoolers. Methods: Participants were 319 preschool children(Mage=4.72 years, SD=0.58, 179 boys, 56%) recruited from 3 public kindergartens in Shanghai. The mothers completed Strengths and Difficulties Questionnaire. The teachers completed Social Competence and Behavior Evaluation and Teacher Behavior Rating Scale after 3 months. Results: The LSDQ showed single factor model(χ~2=163.78, df=103, χ~2/df=1.59, P<0.001, CFI=0.89, IFI=0.90, GFI=0.94, AGFI=0.92, RMSEA=0.04). Loneliness was concurrently associated with peer acceptance and mother-rated child prosocial behaviors(r=-0.12, r=-0.16, Ps<0.01). Loneliness was predictively associated teacher-rated social competence, internalizing problems, and learning problems with predictive validity(r=-0.13, P<0.05; r=0.18, P<0.01; r=0.13, P<0.05). The LSDQ displayed good reliability(α=0.79). Conclusion: LSDQ has good reliability and validity in application to Chinese preschool children.
Objective: The goal of this research was to assess the reliability and validity of the Chinese version of Loneliness and Social Dissatisfaction Questionnaire(LSDQ) in Chinese preschoolers. Methods: Participants were 319 preschool children(Mage=4.72 years, SD=0.58, 179 boys, 56%) recruited from 3 public kindergartens in Shanghai. The mothers completed Strengths and Difficulties Questionnaire. The teachers completed Social Competence and Behavior Evaluation and Teacher Behavior Rating Scale after 3 months. Results: The LSDQ showed single factor model(χ~2=163.78, df=103, χ~2/df=1.59, P<0.001, CFI=0.89, IFI=0.90, GFI=0.94, AGFI=0.92, RMSEA=0.04). Loneliness was concurrently associated with peer acceptance and mother-rated child prosocial behaviors(r=-0.12, r=-0.16, Ps<0.01). Loneliness was predictively associated teacher-rated social competence, internalizing problems, and learning problems with predictive validity(r=-0.13, P<0.05; r=0.18, P<0.01; r=0.13, P<0.05). The LSDQ displayed good reliability(α=0.79). Conclusion: LSDQ has good reliability and validity in application to Chinese preschool children.
引文
1 Qualter P, Vanhalst J, Harris R, et al. Loneliness across the life span. Perspectives on Psychological Science, 2015, 10:250-264
2 Mahon NE, Yarcheski A, Yarcheski TJ, et al. A metaanalytic study of predictors for loneliness during adolescence. Nursing research, 2006, 55(5):308-315
3 Schinka KC, van Dulmen MH, Mata AD, et al. Psychosocial predictors and outcomes of loneliness trajectories from childhood to early adolescence. Journal of Adolescence, 2013,36:1251-1260
4 Chen X, Wang L, Li D, Liu J. Loneliness in Chinese children across contexts. Developmental Psychology, 2014, 50:2324-2333
5 Liu J, Li D, Purwono U, et al. Loneliness of Indonesian and Chinese adolescents as predicted by relationships with friends and parents. Merrill-Palmer Quarterly, 2015, 61:362-382
6 Liu J, Coplan RJ, Chen X, et al. Unsociability and shyness in Chinese children:Concurrent and predictive relations with indices of adjustment. Social Development, 2014, 23:119-136
7 Liu J, Xiao B, Hipson WE, et al. Self-control, peer preference, and loneliness in Chinese children:A three-year longitudinal study. Social Development, 2017, 26:876-890
8 Ho DYF. Chinese patterns of socialization:A critical review.In M. H. Bond(Ed.), The psychology of the Chinese people.New York, NY:Oxford University Press, 1986. 1-37
9 Yang F, Chen X, Wang L. Relations between aggression and adjustment in Chinese children:Moderating effects of academic achievement. Journal of Clinical Child&Adolescent Psychology, 2014, 43:656-669
10 Cassidy J, Asher SR. Loneliness and peer relations in young children. Child Development, 1992, 63:350-365
11 Coplan RJ, Closson LM, Arbeau KA. Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. Journal of Child Psychology and Psychiatry, 2007, 48:988-995
12 Zhu J, Baldwin D, Li Y, et al. Unsociability and socioemotional functioning in young Chinese children:A shortterm longitudinal study. Infant and Child Development, in press
13 Goodman R. The Strengths and difficulties Questionnaire:A research note. Journal of Child Psychology and Psychiatry,1997, 38:581-586
14 Du Y, Kou J, Coghill D. The validity, reliability and normative scores of the parent, teacher and self-report versions of the Strengths and Difficulties Questionnaire in China. Child and Adolescent Psychiatry and Mental Health, 2008, 2(1):1-15
15黄广文,吴虹,杜其云,等.湖南省农村3~7岁留守儿童长处和困难问卷调查分析.中国儿童保健杂志, 2010, 18(1):26-29
16 LaFreniere PJ, Dumas JE. Social competence and behavior evaluation in children ages 3 to 6 years:The short form(SCBE-30). Psychological Assessment, 1996, 8(4):369-377
17 刘宇,宋媛,梁宗保,等.幼儿社会能力与行为评定简表的国内应用研究.东南大学学报:医学版, 2012, 31(3):268-273
18朱晶晶,王雨见,李燕,许玭.儿童行为量表在中国学前儿童中的信效度检验.中国临床心理学杂志, 2018, 26(5):910-913
19 Nelson LJ, Hart CH, Yang C, et al. An examination of the behavioral correlates of subtypes of nonsocial play among Chinese preschoolers. Merrill-Palmer Quarterly, 2012, 58:77-109
20 朱晶晶,谢庆斌,李燕,等.儿童社会偏好量表在中国学前儿童中的应用分析.中国临床心理学杂志, 2017, 25(2):268-271
21 Zhu J, Ooi LL, Li Y, et al. Concomitants and outcomes of anxiety in Chinese kindergarteners:A one-year longitudinal study. Journal of Applied Developmental Psychology, 2017,52:24-33
22 Chen X. Growing up in a collectivistic culture:Socialization and socio-emotional development in Chinese children. In A.L. Comunian&U. P. Gielen(Eds.), International perspectives on human development. Lengerich, Germany:Pabst Science Publishers, 2000. 331-353
23 Terrell-Deutsch B. The conceptualization and measurement of childhood loneliness. In K.J. Rotenberg&S. Hymel(Eds.),Loneliness in childhood and adolescence. New York:Cambridge University Press, 1999. 11-33
2 Mahon NE, Yarcheski A, Yarcheski TJ, et al. A metaanalytic study of predictors for loneliness during adolescence. Nursing research, 2006, 55(5):308-315
3 Schinka KC, van Dulmen MH, Mata AD, et al. Psychosocial predictors and outcomes of loneliness trajectories from childhood to early adolescence. Journal of Adolescence, 2013,36:1251-1260
4 Chen X, Wang L, Li D, Liu J. Loneliness in Chinese children across contexts. Developmental Psychology, 2014, 50:2324-2333
5 Liu J, Li D, Purwono U, et al. Loneliness of Indonesian and Chinese adolescents as predicted by relationships with friends and parents. Merrill-Palmer Quarterly, 2015, 61:362-382
6 Liu J, Coplan RJ, Chen X, et al. Unsociability and shyness in Chinese children:Concurrent and predictive relations with indices of adjustment. Social Development, 2014, 23:119-136
7 Liu J, Xiao B, Hipson WE, et al. Self-control, peer preference, and loneliness in Chinese children:A three-year longitudinal study. Social Development, 2017, 26:876-890
8 Ho DYF. Chinese patterns of socialization:A critical review.In M. H. Bond(Ed.), The psychology of the Chinese people.New York, NY:Oxford University Press, 1986. 1-37
9 Yang F, Chen X, Wang L. Relations between aggression and adjustment in Chinese children:Moderating effects of academic achievement. Journal of Clinical Child&Adolescent Psychology, 2014, 43:656-669
10 Cassidy J, Asher SR. Loneliness and peer relations in young children. Child Development, 1992, 63:350-365
11 Coplan RJ, Closson LM, Arbeau KA. Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. Journal of Child Psychology and Psychiatry, 2007, 48:988-995
12 Zhu J, Baldwin D, Li Y, et al. Unsociability and socioemotional functioning in young Chinese children:A shortterm longitudinal study. Infant and Child Development, in press
13 Goodman R. The Strengths and difficulties Questionnaire:A research note. Journal of Child Psychology and Psychiatry,1997, 38:581-586
14 Du Y, Kou J, Coghill D. The validity, reliability and normative scores of the parent, teacher and self-report versions of the Strengths and Difficulties Questionnaire in China. Child and Adolescent Psychiatry and Mental Health, 2008, 2(1):1-15
15黄广文,吴虹,杜其云,等.湖南省农村3~7岁留守儿童长处和困难问卷调查分析.中国儿童保健杂志, 2010, 18(1):26-29
16 LaFreniere PJ, Dumas JE. Social competence and behavior evaluation in children ages 3 to 6 years:The short form(SCBE-30). Psychological Assessment, 1996, 8(4):369-377
17 刘宇,宋媛,梁宗保,等.幼儿社会能力与行为评定简表的国内应用研究.东南大学学报:医学版, 2012, 31(3):268-273
18朱晶晶,王雨见,李燕,许玭.儿童行为量表在中国学前儿童中的信效度检验.中国临床心理学杂志, 2018, 26(5):910-913
19 Nelson LJ, Hart CH, Yang C, et al. An examination of the behavioral correlates of subtypes of nonsocial play among Chinese preschoolers. Merrill-Palmer Quarterly, 2012, 58:77-109
20 朱晶晶,谢庆斌,李燕,等.儿童社会偏好量表在中国学前儿童中的应用分析.中国临床心理学杂志, 2017, 25(2):268-271
21 Zhu J, Ooi LL, Li Y, et al. Concomitants and outcomes of anxiety in Chinese kindergarteners:A one-year longitudinal study. Journal of Applied Developmental Psychology, 2017,52:24-33
22 Chen X. Growing up in a collectivistic culture:Socialization and socio-emotional development in Chinese children. In A.L. Comunian&U. P. Gielen(Eds.), International perspectives on human development. Lengerich, Germany:Pabst Science Publishers, 2000. 331-353
23 Terrell-Deutsch B. The conceptualization and measurement of childhood loneliness. In K.J. Rotenberg&S. Hymel(Eds.),Loneliness in childhood and adolescence. New York:Cambridge University Press, 1999. 11-33
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