Relationship between amount of literacy and behavior problems in primary pupils / 中国心理卫生杂志

ABSTRACT

Objective:To know the amount of literacy and scores of behavior problems of the grade 2-5 pupils in the primary school,and explore the correlation between them.Methods:A total of 673 pupils from grade 2 to 5 in primary school of Nanhai distric,Foshan City were enrolled.Their amount of literacy was assessed with the Primary School Literacy Assessment Scale,and their teachers were assessed with the Conners Teacher Rating Scale.Results:The amount of literacy in different grades,genders and parents' education levels were significantly different among the primary school students (P ＜0.05),girls's scores were higher than boys's [(2312 ±719) vs.(2184 ±734),P ＜ 0.05],students whose parents of high education level were higher than those of low education level (P ＜ 0.05).Scores of hyperactivity,inattentive-passive behaviors and conduct problems in different grades and genders were significantly different.Scores of Grade 2 pupils were higher than others,and boys's scores were higher than girls' s (P ＜ 0.05).Three factors of CTRS,including conduct problems (r =-0.31),hyperactivity (r =-0.43) and inattentive-passive behaviors (r =-0.36) and hyperactivity index(r =-0.38) had significantly negative correlation with the amount of literacy (P ＜ 0.001).Regression analysis showed that hyperactivity (β =-22.27,P ＜ 0.01) and conduct problems (β =-17.69,P ＜ 0.01) could significantly explain the amount of literacy (R2 =0.81).Conclusion:It suggests that hyperactivity and conduct problems are moderately associated with the amount of literacy in primary pupils.