Emotional and behavioral effects of after-school tutoring on school-age children in a district in Shanghai
10.19428/j.cnki.sjpm.2023.22222
- VernacularTitle:上海市某区学龄期儿童课外辅导现状与情绪和行为的相关性研究
- Author:
Xiaoyan QIU
1
;
Jinjin CHEN
1
;
Guanghai WANG
2
;
Yu WANG
1
;
Yuanyuan ZHANG
1
;
Yanyan QIU
3
;
Azhu DUAN
4
;
Guangjun YU
1
Author Information
1. Department of Child Health Care， Children’s Hospital Affiliated to Shanghai Jiao Tong University School of Medicine， Shanghai 200062， China
2. Department of Developmental and Behavioral Pediatrics， Pediatric Translational Medicine Institute， Shanghai Children’s Medical Center， Shanghai Jiao Tong University School of Medicine， Shanghai 200127， China
3. The Affiliated School of No.1 Middle School in Lixin County， Anhui Province，Lixin，Anhui 236700，China
4. Department of Stomatology， Children’s Hospital Affiliated to Shanghai Jiao Tong University school of Medicine， Shanghai 200040， China
- Publication Type:Journal Article
- Keywords:
after-school tutoring;
emotion;
behavior;
school-aged children
- From:
Shanghai Journal of Preventive Medicine
2023;35(8):791-798
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo explore the effects of after-school tutoring for school-age children on their emotions and behaviors， and to provide a basis for developing after-school tutoring and psychological support strategies for school-age children. MethodsFour elementary schools in a district of Shanghai were selected by simple random sampling method. Whole group sampling was conducted by class， and parents of students were surveyed by general questionnaire and the scale of strengths and difficulties. Information was collected on the basic conditions of children and families and the results were compared and analyzed. ResultsThis study showed that 88.26% of children attended extracurricular classes， of which 26.16% attended 3 or more classes， 42.5% attended cultural classes， 28.3% attended sports classes， and 59.8% attended art classes. Children who did not attend classes had higher pro-social scores. Children who attended reading class had lower scores for emotional problems that was a protective factor for emotional problems. Children who chose extracurricular programs in sports and reading also had lower overall scores for difficulties. Excessive use of electronic devices by school-age children on weekdays or weekends had a negative effect on emotional and conduct problem scores regardless of whether they chose extracurricular programs. It appeared that the choice of cultural programs， art programs and different levels of exercise intensity had no effect on children's emotions and behaviors. ConclusionFor children with low pro-social level， extracurricular classes should be carefully selected. For extracurricular classes， more reading and sports-related courses can be considered， which have positive effects on school-age children’s emotions and behaviors. Regardless of the choice of extracurricular classes， try to avoid excessive online classes.
