Research On Problem Behavior In Early Stage And Its Related Factors Of Middle School Students

Objectives: To investigate the status and study influential factors ofproblem behavior in middle school students in the region of Shijiazhuang,Hebei province. The aim is to provide a scientific basis for reducing theincidences of problem behavior among middle school students or preventingillegal activities.Methods: Applying the method of randomized cluster stratified samplingto involve the problem behavior in middle school students from three middleschools in the region of Shijiazhuang, Hebei province. Finally, a valid sampleof1197was obtained. The research used questionnaire methods. Thequestionnaire included Prediction Test of Problem Children (PPCT), MentalHealth Test (MHT), Eysenck Personality Questionnaire-Child (EPQ) and thequestionnaire self-prepared affecting factors for problem behavior. UsedEpidata3.1software to establish a database, and SAS9.1.3statistical softwarefor data analysis. There are mainly statistical methods such as descriptiveanalysis, T-test, analysis of variance, chi-square test and multiple-factorsnon-conditional logistic regression．Results:1Basic situation: The students in junior grade one and two in the middleschool from one countryside junior middle school, one county junior middleschool and one municipal junior middle school were selected as its researchsubject. Totally,1197students were surveyed.345students (28.82%) werefrom countryside junior middle school,356students (29.74%) were fromcounty junior middle school, and496students (41.44%) were from municipaljunior middle school. Boys were519(43.36%) and girls were678(56.64%).2Overall situation of problem behavior: the prevalence rate of problembehavior was flowed by unsuited for interpersonal relations (9.44%), emotional instability (5.68%), unsuited for learning (13.12%), and theinfluence of full scale was7.52%.3Differences in3subscales and the whole scale in different places wereextremely significant (P<0.01). The rate in the municipal junior middle ishighest, and the county junior middle school is higher, and the countrysidejunior middle school is the lowest one.4Differences on emotional instability, unsuited for learning and thewhole scale in gender were significant (P<0.05). Boys’ were higher thangirls’.5Differences in3subscales and the whole scale in different familyeconomic status were extremely significant (P<0.01). The richer of the familyeconomics, the higher rates on unsuited for interpersonal relations, emotionalinstability and the whole scale. The worse of the family economic status, thehigher rate of unsuited for learning.6Differences on3subscales and the whole scale in different parents’relationships were extremely significant (P<0.05or P<0.01). The better of theparents’ relationship, the lower rates of3subscales and the whole scale.7Differences on3subscales and the whole scale in different parents’educational methods were extremely significant (P<0.05or P<0.01).8Differences on3subscales and the whole scale in differentteacher-student relationships were extremely significant (P<0.05or P<0.01).The better of teacher-student relationship, the lower rates of3subscales andthe whole scale.9Differences on unsuited for interpersonal relations, unsuited forlearning and the whole scale in different classmate relationships wereextremely significant (P<0.01). The better of classmate relationship, the lowerrates of3subscales and the whole scale.10Differences on unsuited for interpersonal relations, unsuited forlearning and the whole scale in different teaching quality in schools wereextremely significant (P<0.05or P<0.01). The better of the school teachingquality, the lower rates of3subscales and the whole scale. 11Differences on3subscales and the whole scale in different hobbiesand lifestyles were extremely significant (P<0.01). The richer of hobby andlifestyle, the lower rates of3subscales and the whole scale.12Differences on learning anxiety, anxiety to people, lonely tendency,sensitive tendency, impulse tendency and the overall anxiety aptitudesbetween students with behavior problems and students without behaviorproblems were extremely significant (P<0.05). There were no differences onself-accusation tendency, physical symptom and terror tendency (P>0.05).13Differences on neuroticism, extraversion and lie in EPQ students withbehavior problems and students without behavior problems were extremelysignificant (P<0.05). There was no difference about psychoticism.14The multiple logistic regression analysis indicated that the onecountryside junior middle school, family economic status, teacher-studentrelationship, classmate relationship, hoppy, extraversion, anxiety to people andterror tendency maybe were the influential factors on unsuited forinterpersonal relations of problem behavior in early stage in middle school.Family terror tendency, parents’ relationship, classmate relationship, hoppy,lonely tendency, impulse tendency and extraversion maybe were theinfluential factors on emotional instability of problem behavior in early stagein middle school. Different areas, gender, parents’ educational method,teacher-student relationship, hoppy, neuroticism, extraversion, learninganxiety maybe were the influential factors on unsuited for learning of problembehavior in early stage in middle school. Family economic status, parents’educational method, gender, teacher-student relationship, classmaterelationship, hoppy, terror tendency and extraversion maybe were theinfluential factors of problem behavior in early stage in middle school.Conclusions: Problem behavior of middle school in the region ofShijiazhuang, Hebei province is extensive. The incidence of problembehaviors is related to many factors. In order to reduce the incidence ofproblem behaviors, it is necessary to strengthen the students’ psychologicaleducation, foster good qualities in an individual, and build a harmonious family-social environment.