The six-year follow-up investigation of students'social anxiety in grade 3 in Harbin
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摘要: 目的 了解哈尔滨市3年级学生社交焦虑随时间变化的特点,探究性别、独生、父母争吵对学生社交焦虑的影响。方法 2009年选取哈尔滨市4所小学的3年级学生(533人)完成问卷调查。问卷内容包括一般情况、社交焦虑量表。2011年、2013年、2015年依次采用同样的问卷对学生进行追踪调查。结果 2009年、2011年、2013年、2015年学生社交焦虑检出率分别为28.7%、18.6%、24.8%、27.9%,且差异有统计学意义(χ2=12.000,P=0.007)。在2009-2015年间,始终保持社交焦虑状态的有10人(2.8%)。2011、2013、2015年社交焦虑的新发生人数依次为33(13.0%)、58(20.1%)、53(19.9%),症状缓解人数依次为69(67.6%)、36(54.5%)、42(47.7%)。2009年、2015年父母争吵的子女社交焦虑检出率均高于正常家庭儿童(均有P<0.05)。此外,不同测量时间女生的社交焦虑得分差异有统计学意义(F=2.699,P=0.049),且女生社交焦虑得分高于男生(F=11.273,P=0.001);不同测量时间独生子女的社交焦虑得分有差异(F=3.820,P=0.012),且非独生子女的社交焦虑得分高于独生子女(F=4.269,P=0.040)。结论 6年间,学生社交焦虑在新发与缓解中不断发展变化,但仍有2.8%的学生始终保持社交焦虑状态。性别、独生、父母争吵均对社交焦虑的发展有一定的影响。Abstract: Objective To understand the development of students' social anxiety in grade 3 during six years, and to explore the influence of various factors on students' social anxiety. Methods In 2009, 533 students in Harbin of 4 primary school in grade 3 filled in the questionnaire survey. The questionnaire included general situation, and the social anxiety scale for children(SASC).We conducted a questionnaire survey of these students for follow-up investigation using the same questionnaire in 2011, 2013 and 2015. Results The detection rate of students' social anxiety of the four-time test was 28.7%, 18.6%, 24.8% and 27.9%, and there was significant difference in them (χ2=12.000, P=0.007). In 2009-2015, the number of students always holding social anxiety was 10(2.8%). In 2011, 2013, 2015, the number of students newly occurring social anxiety was 33(13.0%), 58(20.1%) and 53(19.9%), and the number of students whose social anxiety disappeared was 69(67.6%), 36(54.5%) and 42(47.7%). In 2009 and 2015, the detection rate of students' social anxiety on parental quarrelling were higher than students in normal families(all P<0.05). In addition, there was difference in girls' social anxiety of different measuring time(F=2.699, P=0.049), and the girls' social anxiety was higher than boys' (F=11.273, P=0.001). There was significant difference in singletons' social anxiety of different measuring time (F=3.820, P=0.012). Non-singletons' social anxiety was higher than singletons' (F=4.269, P=0.040). Conclusions During the six years,development status of social anxiety was constantly emerging and remission,but there were still 2.8% of the students keeping social anxiety state. Gender, singleton and parental quarrelling can affect the development of students' social anxiety.
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Key words:
- Anxiety /
- Students /
- Contact tracing /
- Questionnaires
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