学习困难学生问题行为及其影响因素的研究

采用问卷法,探讨了学习困难学生的违纪行为、情绪困扰,情绪困扰与注意障碍的关系,以及问题行为与应激的关系.结果表明:(1)在违纪行为、注意及多动问题评定中,无论是教师评价,还是家长评定,学习困难学生(学困生)的得分均显著高于学习优秀学生(学优生);在情绪评定中,教师评价显示,学困生的情绪困扰显著高于学优生;(2)教师评价时,注意问题与情绪困扰的相关显著,但多动因子则与情绪困扰关系不大;(3)在正性应激量上,学优生高于学困生,未出现显著差异;而在负性应激量上,学困生的得分显著高于学优生;(4)负性应激量对情绪和注意问题的预测作用显著,但对违纪行为预测作用不明显,而正性应激量对情绪和注意问题以及违纪行为预测作用均不明显.

A Study of Behavior Disorders and Related Factors of Learning Disabilities

In present study,we explored behavior Characteristic,Emotion Disturbance and Stress in Children with Learning Disabilities (LD).Questionnaire was employed in a sample of 107 pupil with LD and whose learning are excellent from 4 or 5|grade of two primary schools in Changchun.The results indicated that (1) According to teachers' and parents' assessment,significant difference was found in behavior disorder,inattention and hyperactivity between LD Students (LDS) and excellent learning students (ELS).According to teachers' assessment,the emotional disturbance in children with LD were significant higher than those in ELS.(2)There was significant positive correlation between inattention and emotional disturbance (ED) in teachers' assessment, while hyperactivity was not closely related to ED.(3)There was not significant difference in positive stress (PS) between LDS and ELS,but significant difference was found in negative stress (NS),and in LDS higher than ELS.(4) NS was one of effective predictors to ED,but can not predict.PS can predict neither ED,nor behavior disorder.