《12～36月龄幼儿情绪社会性评估量表》修订研究
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摘要
研究目的
引进美国耶鲁大学心理学院和马萨诸塞波士顿大学心理学院共同编制的《12~36月龄幼儿情绪社会性评估量表》进行修订,并建立中国常模。
研究方法
利用定性与定量相结合的方法,进行量表的修订研究。
1.翻译和回译:引进量表后进行了翻译和回译,并通过专家研讨会进一步对量表条目的全面性、完整性及翻译的准确性进行论证。
2.文化调试:组织基层保健人员和幼儿父母对量表的可理解性和全面性进行讨论,并在武汉地区进行初试。
3.现场调查:在全国预调查的基础上,通过分层随机整群抽样的方法,在全国七大区域14个城市开展正式调查。
(1)研究对象:12~36月龄健康幼儿。
(2)调查工具:包括儿童一般情况调查表、1~3岁幼儿气质问卷、2~3岁儿童行为量表和12~36月龄幼儿情绪社会性筛查量表。
(3)调查方法:由经过全国统一培训的调查员对研究对象的父母进行现场问卷调查。
4.统计分析:对定性资料进行总结整理;利用均数和标准差计算各域及维度的常模,利用相关分析、Cronbach-α系数、斯皮尔-布朗系数等进行信度、效度的检验,利用确定性因子分析模型检验量表结构,利用u检验对中美儿童的各域和维度得分进行比较。
研究结果
1.修订后的《12~36月龄幼儿情绪社会性评估量表》基本情况:量表共包括146个条目,核心条目104条,包括4个领域(外显行为域、内隐行为域、失调域及能力域),共负荷19个维度。通过域及维度均值与相应界值比较进行筛查。
2.量表具有较好的测量学特性:四个域两周重测信度为0.71~0.86,分半信度0.82~0.90,Cronbach-α系数为0.80~0.88;各问题域(前三个域)间呈中度正相关(r=0.36~0.61),与能力域间呈低度负相关(r=-0.01~-0.08);问题域得分与CBCL六个行为因子显著正相关,能力域则相反;确定性因子分析显示,从了感官敏感性维度外,模型拟合参数指标均在理想范围之内(GFI,AGFI,NFI,NNFI,CFI均>0.90,RMRSE<0.10,RMR<0.04),说明量表结构划分能较好地拟合样本数据。
3.常模样本分布及的年龄和性别特征:
3.1常模样本分布常模取样自全国7个地理区域14个大中城市,总有效样本量为5323例,男女性别比为1.02﹕1,汉族儿童占96.42%,独生子女占94.50%。
3.2年龄和性别特征随着年龄的增长,儿童内隐行为问题和社会性情绪失调问题增多,分离焦虑减轻,睡眠情况好转,情绪和社会能力增强,以18个月龄后的变化更为显著。男童外显行为问题多于女童,而女童的内隐行为问题和失调问题多于男童,差异随年龄增大而增加,在24个月龄后差异日趋明显。男女童在12个月龄时能力就呈现显著的性别差异,女童的依从性,注意力和模仿/游戏等能力均显著高于男童;而移情和亲社会同伴关系的差异在18个月龄时开始显现。
4.中美常模比较:与美国儿童比较,中国幼儿大部分问题域及维度的得分较高,而能力域的得分较低:中国幼儿攻击性和反抗性,忧郁/退缩,焦虑等情绪问题较多,负性情绪的差异随年龄增长而日益增大,中美幼儿内隐行为随年龄增长出现交叉。在能力领域,中国儿童在依从性、注意力、求精动机、移情和亲社会同伴关系五个维度的得分均低于美国儿童,且随年龄增长,中美儿童能力差异逐渐增大。美国儿童的分离焦虑问题较中国儿童严重。
研究结论
1.引进并在全国范围内进行修订后的量表,具有良好的信度和效度,常模代表性较好。幼儿情绪和社会性的年龄性别特征符合其身心发展的客观规律,量表可用于中国城市幼儿情绪和社会性发展状况的评估及问题筛查。
2.中美两国幼儿情绪和社会性存在发展水平的差异,表现为中国儿童某些情绪和社会性发展的问题域或维度得分较高,而能力域得分较低,应开展深入的跨文化研究,以揭示差异背后深层次的原因。
研究创新
1.首次修订了美国《12~36月龄幼儿情绪社会性评估量表》,并建立了中国常模。此研究填补了我国目前尚无幼儿情绪社会性发展问题量化筛查工具的空白。
2.通过中美不同文化背景幼儿情绪和社会性发展的比较,为促进其情绪和社会性发展提供了科学依据,为深入进行跨文化研究提供了科研假设。
Objective:
To standardise《Infant Toddler social-emotional Assessment》version 2004 co-published by the Yale School of Psychology and the Department of Psychology, University of Massachusetts Boston, and to develop a Chinese version of the Assessment and establish a Chinese norm.
Methodology:
The assessment tools were studied and revised using a combination of quantitative and qualitative methods:
1. Translation and back-translation: the assessment tools were translated followed by a back-translation. The comprehension, integrity, and accuracy of the translation were further verified through discussion sessions by the specialist;
2. Culture adaptation: the assessment tools were discussed amongst the grass-roots healthcare professionals and parents of the children with regard to their comprehension and comprehensiveness, followed by a pilot testing in Wuhan region;
3. Surveys: following the pilot testing, a formal survey was carried out using a stratified cluster sampling scheme, involving 14 cities in the 7 administrative districts in China;
(1) Study subjects: healthy toddlers aged 12-36 months;
(2) Survey tools: questionnaires on the general status of children, Chinese temperament Scale for toddlers, Children Behavioral Checklist aged 2-3 years and the Social-Emotional screening assessment for the aged of 12-36 months;
(3) Survey methods: Parents of the study children were interviewed by the consistently trained interviewers;
4. Statistic analyses: the data was manipulated and qualitatively analysed; the sample statistics were calculated including the means and standard deviations (SD) for the domains and scales. As well, the validity and reliability of the assessment structure were analysed using correlation analysis, the Cronbach’s coefficient alpha and the Spear-Brown coefficient. Whereas confirmatory factor analysis was employed to access the structure of the assessment tools. Finally, the domain and scale scores were compared, using u-test, between the Chinese and American toddlers.
Results
1. The adapted Chinese version of《Social-emotional assessment for children aged 12 - 36 months》comprises a total of 146 items, containing four domains (Externalizing, Internalizing, Dysregulation, and Competence) with 19 scales. The screening was made through a comparison of the mean values and the associated boundaries
2. The assessment tools are characteristic of their good measurability. The within-2-week test-retest reliability and the split-half reliability for the four domains were shown to be 0.71~0.86 and 0.82~0.90 respectively, with the Cronbach-αcoefficient being 0.80~0.88. A medium sized positive correlation was demonstrated among the first three of the four domains (r=0.36~0.61). On the other hand, a small negative correlation was noted with the domain Competence (r=-0.01~0.08). A significant positive correlation was found between the score of the problem domains and the six behavioural factors of CBCL. On the contrary, a significant negative correlation was noted with the six factors for the score of Competence domain. The confirmatory factor analysis demonstrated a good fitness for most models (GFI, AGFI, NFI, NNFI, and CFI all greater than 0.90, RMRSE < 0.10, and RMR < 0.04). These fitness statistics indicate that the structuring of the assessment tools fit the sample data well.
3. The age and gender characteristics of the norm. As the toddlers grow older, they tend to have more internalizing problems and socio-emotional dysregulation. On the other hand, their separation distress tends to get alleviated, their sleepiness tends to get better and their emotional and social ability tend to be increased. The tendencies become more obvious from 18 months onwards. Boys tend to have more externalizing problems than girls, while the later group is more likely to have internalizing problems. This gender difference is getting enlarged with age increasing and it becomes more significant when the toddlers reach 24 months of age. The gender difference in capability starts to show from 12 months; the ability in compliance, attention and imitation/play is greater in girls than in boys. However, the difference in empathy and prosocial peer relations is not demonstrated until 18 months of age.
4. The comparison between the Chinese and American toddlers. Compared with the American counterparts, the Chinese toddlers have higher scores for most domains and scales, but the Competence domain; the Chinese toddlers tend to have more problems in emotional domains, e.g., in aggression and resistance, depression/withdrawal, anxiety/worrying. This negative emotional difference gets more obvious as age grows. The internalizing behavior becomes‘crossed’between the two groups of the toddlers at a certain point in age when it increases. With regard to Competence domain, the scale scores in compliance, attention, mastery motivation, empathy, and prosocial peer relations are lower for the Chinese toddlers compared with their American peers. Furthermore, as age grows the gap becomes wider in Competence between toddlers from the two countries. On the other hand, the American toddlers tend to have more serious separation distress problems compared with their Chinese counterparts.
Conclusions
1. The adapted Chinese version of the assessment tools has good validity and reliability with good representative-ness of the norm. The age and gender characteristics detected through the assessment tools in emotion and sociality are well in line with the development pattern of the toddlers, therefore the assessment tools can be used as screening tools for emotional and social development in children in Chinese cities.
2. There are differences in emotional and social development between the Chinese and American toddlers; these differences are shown to be that the Chinese toddlers have elevated scale scores in certain problem domains of emotional and social development and decreased scores in competence domain. Further cross-cultural studies are needed to understand the root causes for the differences.
Innovation
1. Established, for the first time, the Chinese norm adapted from the American version of《Social-emotional assessment for children aged 12– 36 months》. This has fulfilled the gap in quantitative screening tools used for socio-emotional development for toddlers in China.
2. Provided scientific bases for the promotion and intervention of the socio-emotional development for toddlers through cross-culture comparisons.
引进美国耶鲁大学心理学院和马萨诸塞波士顿大学心理学院共同编制的《12~36月龄幼儿情绪社会性评估量表》进行修订,并建立中国常模。
研究方法
利用定性与定量相结合的方法,进行量表的修订研究。
1.翻译和回译:引进量表后进行了翻译和回译,并通过专家研讨会进一步对量表条目的全面性、完整性及翻译的准确性进行论证。
2.文化调试:组织基层保健人员和幼儿父母对量表的可理解性和全面性进行讨论,并在武汉地区进行初试。
3.现场调查:在全国预调查的基础上,通过分层随机整群抽样的方法,在全国七大区域14个城市开展正式调查。
(1)研究对象:12~36月龄健康幼儿。
(2)调查工具:包括儿童一般情况调查表、1~3岁幼儿气质问卷、2~3岁儿童行为量表和12~36月龄幼儿情绪社会性筛查量表。
(3)调查方法:由经过全国统一培训的调查员对研究对象的父母进行现场问卷调查。
4.统计分析:对定性资料进行总结整理;利用均数和标准差计算各域及维度的常模,利用相关分析、Cronbach-α系数、斯皮尔-布朗系数等进行信度、效度的检验,利用确定性因子分析模型检验量表结构,利用u检验对中美儿童的各域和维度得分进行比较。
研究结果
1.修订后的《12~36月龄幼儿情绪社会性评估量表》基本情况:量表共包括146个条目,核心条目104条,包括4个领域(外显行为域、内隐行为域、失调域及能力域),共负荷19个维度。通过域及维度均值与相应界值比较进行筛查。
2.量表具有较好的测量学特性:四个域两周重测信度为0.71~0.86,分半信度0.82~0.90,Cronbach-α系数为0.80~0.88;各问题域(前三个域)间呈中度正相关(r=0.36~0.61),与能力域间呈低度负相关(r=-0.01~-0.08);问题域得分与CBCL六个行为因子显著正相关,能力域则相反;确定性因子分析显示,从了感官敏感性维度外,模型拟合参数指标均在理想范围之内(GFI,AGFI,NFI,NNFI,CFI均>0.90,RMRSE<0.10,RMR<0.04),说明量表结构划分能较好地拟合样本数据。
3.常模样本分布及的年龄和性别特征:
3.1常模样本分布常模取样自全国7个地理区域14个大中城市,总有效样本量为5323例,男女性别比为1.02﹕1,汉族儿童占96.42%,独生子女占94.50%。
3.2年龄和性别特征随着年龄的增长,儿童内隐行为问题和社会性情绪失调问题增多,分离焦虑减轻,睡眠情况好转,情绪和社会能力增强,以18个月龄后的变化更为显著。男童外显行为问题多于女童,而女童的内隐行为问题和失调问题多于男童,差异随年龄增大而增加,在24个月龄后差异日趋明显。男女童在12个月龄时能力就呈现显著的性别差异,女童的依从性,注意力和模仿/游戏等能力均显著高于男童;而移情和亲社会同伴关系的差异在18个月龄时开始显现。
4.中美常模比较:与美国儿童比较,中国幼儿大部分问题域及维度的得分较高,而能力域的得分较低:中国幼儿攻击性和反抗性,忧郁/退缩,焦虑等情绪问题较多,负性情绪的差异随年龄增长而日益增大,中美幼儿内隐行为随年龄增长出现交叉。在能力领域,中国儿童在依从性、注意力、求精动机、移情和亲社会同伴关系五个维度的得分均低于美国儿童,且随年龄增长,中美儿童能力差异逐渐增大。美国儿童的分离焦虑问题较中国儿童严重。
研究结论
1.引进并在全国范围内进行修订后的量表,具有良好的信度和效度,常模代表性较好。幼儿情绪和社会性的年龄性别特征符合其身心发展的客观规律,量表可用于中国城市幼儿情绪和社会性发展状况的评估及问题筛查。
2.中美两国幼儿情绪和社会性存在发展水平的差异,表现为中国儿童某些情绪和社会性发展的问题域或维度得分较高,而能力域得分较低,应开展深入的跨文化研究,以揭示差异背后深层次的原因。
研究创新
1.首次修订了美国《12~36月龄幼儿情绪社会性评估量表》,并建立了中国常模。此研究填补了我国目前尚无幼儿情绪社会性发展问题量化筛查工具的空白。
2.通过中美不同文化背景幼儿情绪和社会性发展的比较,为促进其情绪和社会性发展提供了科学依据,为深入进行跨文化研究提供了科研假设。
Objective:
To standardise《Infant Toddler social-emotional Assessment》version 2004 co-published by the Yale School of Psychology and the Department of Psychology, University of Massachusetts Boston, and to develop a Chinese version of the Assessment and establish a Chinese norm.
Methodology:
The assessment tools were studied and revised using a combination of quantitative and qualitative methods:
1. Translation and back-translation: the assessment tools were translated followed by a back-translation. The comprehension, integrity, and accuracy of the translation were further verified through discussion sessions by the specialist;
2. Culture adaptation: the assessment tools were discussed amongst the grass-roots healthcare professionals and parents of the children with regard to their comprehension and comprehensiveness, followed by a pilot testing in Wuhan region;
3. Surveys: following the pilot testing, a formal survey was carried out using a stratified cluster sampling scheme, involving 14 cities in the 7 administrative districts in China;
(1) Study subjects: healthy toddlers aged 12-36 months;
(2) Survey tools: questionnaires on the general status of children, Chinese temperament Scale for toddlers, Children Behavioral Checklist aged 2-3 years and the Social-Emotional screening assessment for the aged of 12-36 months;
(3) Survey methods: Parents of the study children were interviewed by the consistently trained interviewers;
4. Statistic analyses: the data was manipulated and qualitatively analysed; the sample statistics were calculated including the means and standard deviations (SD) for the domains and scales. As well, the validity and reliability of the assessment structure were analysed using correlation analysis, the Cronbach’s coefficient alpha and the Spear-Brown coefficient. Whereas confirmatory factor analysis was employed to access the structure of the assessment tools. Finally, the domain and scale scores were compared, using u-test, between the Chinese and American toddlers.
Results
1. The adapted Chinese version of《Social-emotional assessment for children aged 12 - 36 months》comprises a total of 146 items, containing four domains (Externalizing, Internalizing, Dysregulation, and Competence) with 19 scales. The screening was made through a comparison of the mean values and the associated boundaries
2. The assessment tools are characteristic of their good measurability. The within-2-week test-retest reliability and the split-half reliability for the four domains were shown to be 0.71~0.86 and 0.82~0.90 respectively, with the Cronbach-αcoefficient being 0.80~0.88. A medium sized positive correlation was demonstrated among the first three of the four domains (r=0.36~0.61). On the other hand, a small negative correlation was noted with the domain Competence (r=-0.01~0.08). A significant positive correlation was found between the score of the problem domains and the six behavioural factors of CBCL. On the contrary, a significant negative correlation was noted with the six factors for the score of Competence domain. The confirmatory factor analysis demonstrated a good fitness for most models (GFI, AGFI, NFI, NNFI, and CFI all greater than 0.90, RMRSE < 0.10, and RMR < 0.04). These fitness statistics indicate that the structuring of the assessment tools fit the sample data well.
3. The age and gender characteristics of the norm. As the toddlers grow older, they tend to have more internalizing problems and socio-emotional dysregulation. On the other hand, their separation distress tends to get alleviated, their sleepiness tends to get better and their emotional and social ability tend to be increased. The tendencies become more obvious from 18 months onwards. Boys tend to have more externalizing problems than girls, while the later group is more likely to have internalizing problems. This gender difference is getting enlarged with age increasing and it becomes more significant when the toddlers reach 24 months of age. The gender difference in capability starts to show from 12 months; the ability in compliance, attention and imitation/play is greater in girls than in boys. However, the difference in empathy and prosocial peer relations is not demonstrated until 18 months of age.
4. The comparison between the Chinese and American toddlers. Compared with the American counterparts, the Chinese toddlers have higher scores for most domains and scales, but the Competence domain; the Chinese toddlers tend to have more problems in emotional domains, e.g., in aggression and resistance, depression/withdrawal, anxiety/worrying. This negative emotional difference gets more obvious as age grows. The internalizing behavior becomes‘crossed’between the two groups of the toddlers at a certain point in age when it increases. With regard to Competence domain, the scale scores in compliance, attention, mastery motivation, empathy, and prosocial peer relations are lower for the Chinese toddlers compared with their American peers. Furthermore, as age grows the gap becomes wider in Competence between toddlers from the two countries. On the other hand, the American toddlers tend to have more serious separation distress problems compared with their Chinese counterparts.
Conclusions
1. The adapted Chinese version of the assessment tools has good validity and reliability with good representative-ness of the norm. The age and gender characteristics detected through the assessment tools in emotion and sociality are well in line with the development pattern of the toddlers, therefore the assessment tools can be used as screening tools for emotional and social development in children in Chinese cities.
2. There are differences in emotional and social development between the Chinese and American toddlers; these differences are shown to be that the Chinese toddlers have elevated scale scores in certain problem domains of emotional and social development and decreased scores in competence domain. Further cross-cultural studies are needed to understand the root causes for the differences.
Innovation
1. Established, for the first time, the Chinese norm adapted from the American version of《Social-emotional assessment for children aged 12– 36 months》. This has fulfilled the gap in quantitative screening tools used for socio-emotional development for toddlers in China.
2. Provided scientific bases for the promotion and intervention of the socio-emotional development for toddlers through cross-culture comparisons.
引文
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