A Cross-section Study On Behavior Problems And Relatial Factors Of 4-10y Age Children In LvLiang City

Objective:To study child behavior problems and its relatial factors in 4-11y age children in LvLiang City.Method:Use a general questionnaire and Achenbach Child Behavior Checklist(parent questionnaire) to invest 3476 children in 8 nursery schools and 4 primary schools in Lvliang City.All the data collected was inputed with epidata3.0 and analyzed with spssl3.0 to conduct univariate analysis (X2 test, single-factor logistic regression), multi-factor analysis (multivariate logistic regression)Result:This study surveyed 3476 people, including 3379 valid questionnaires.The effective rate was 97.2%. Pre-school children was 941 cases, And that of boys and girls were 522 and 419. School-age children in 2438 cases, And that of boys and girls were 1292 and 1146. Minimum age was 4 years (?)old, maximum age was 11 years old.The prevalence of behavior problems of preschool children group was 12.4%.And that of boys and girls were 14.6% and 9.8%.The result of single factor analys showed that gender(X2=4.866 P=0.027), education level of their fathers(X2=26.257, P=0.000), education level of their mathers(X2=17.478, p=0.004),time of father spended with child(X2=14.091, p=0.001),time of mother spended with child(X2=11.112, P=0.004),family structure (X2=9.144 P=0.010), parent education attitude consisitency(X2=26.078, p=0.000),educational emphasis level(X2=5.847, P=0.016), whether or learning problems(X2=22.286, P=0.000). Through multi-factor analysis,the influential factors weregender (OR=0.551,OR95%CI=0.350-0.868), education level of their fathers (OR=0.684,OR95%CI=0.505-0.928), family structure (OR=1.567,OR95%CI=1.173-2.095), parent education attitude consisitency (OR=0.454,OR95%CI=0.296-0.697) and with or without learning problems(OR=2.567,OR95%CI=1.614-4.082). The prevalence of behavior problems of shool children group was 11.9%.And that of boys and girls were 13.9% and 9.8%. The result of single factor analys showed that gender(X2=9.668 P=0.002), education level of their fathers(X 2=6.818,P=0.005), education level of their mathers(X2= 11.307 P=0.046), living space(X2 =10.107, P=0.018), educational emphasis level(X2=5.552, P=0.018),family total number of children(X2=3.646, P=0.009), whether or foster care(X2=13.575, P=0.000),parent education attitude consisitency(X2=28.394, P=0.000),whether or learning problems(X2=61.370, P=0.000). Through multi-factor analysis,the influential factors were gender(OR=0.747,OR95%CI=0.571-0.976), family total child number (OR=1.303,OR95%CI=1.081-1.570), whether or foster care(OR=1.919,OR95%CI=1.155-3.195), parent education attitude consisitency (OR=0.522,OR95%CI=0.403-0.668)and with or without learning problems(OR=2.286,OR95%CI=1.748-2.989).Conclusion:Preschool and school children's behavior problems had common influencial factors, but also had its own characteristics. Boy,, the lower level of education of his father, joint families and single-parent families, the poor consistency of parental attitudes toward education, children with learning problems were risk factors in preschool children's behavior problems; Boy, the more total number of children, foster care, the poor consistency of parental attitudes toward education, children with learning problems were risk factors in school children's behavior problems. Parents should improve their own quality, establish a harmonious family atmosphere for children, pay more attention to children's learning, reduce child behavior problems.