Relationship between emotional behavior and literacy of primary school students
10.16835/j.cnki.1000-9817.2022.12.019
- VernacularTitle:小学生情绪行为状况与识字量的关联
- Author:
ZHANG Jing, ZHONG Lin, HE Hongyao, GAO Xiaoyan, ZUO Pengxiang, SONG Ranran
1
Author Information
1. Department of Nursing, Medical College of Shihezi University, Shihezi (832000) , Xinjiang Autonomous Region, China
- Publication Type:期刊文章
- Keywords:
Emotions;
Mental health;
Language;
Learning;
Regression analysis;
Students
- From:
Chinese Journal of School Health
2022;43(12):1839-1842
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To understand the relationship between emotional behavior and literacy of primary school students, and to provide evidence for improving the literacy of primary school students.
Methods:A total of 3 710 students in grade 2 to 3 from three schools in Xinjiang were selected by random cluster sampling method, and were investigated with the Literacy Scale for Primary School Students and the Strengths and Difficulties Scale.
Results:The average literacy of the second and third grade students( 947.85 ±335.93，1 519.45±509.88) were lower than the Shanghai literacy norm(1 414, 2 135), and the differences were statistically significant ( t =-62.15, -49.84, P <0.01). The abnormal detection rates of emotional behavior were peer communication problems (12.40%), prosocial behavior (12.02%), hyperactivity (11.59%), conduct problems (10.49%) and emotional problems (5.88%). Emotional symptoms ( r =-0.19), conduct problems ( r =-0.29), hyperactivity attention deficit ( r =-0.27), peer communication problems( r =-0.24) were negatively correlated with literacy scores( P <0.01). Regression analysis showed that peer interaction problems ( β =-24.45), hyperactivity problems ( β =-42.04) and conduct problems ( β =-50.73) had negative predictive effects on literacy ( R 2=0.12)( P <0.01).
Conclusion:Peer interaction problems, hyperactivity problems and conduct problems are moderately related to the literacy of primary school students.In the process of teaching, teachers should combine the psychological characteristics of students, adopt the teaching strategy of combining centralized literacy with written literacy, pay attention to the cultivation of literacy ability.
