阅读理解与内化和外化问题的双向关系研究

IF 2.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Journal of Applied Developmental Psychology Pub Date : 2024-12-01 DOI:10.1016/j.appdev.2024.101729

Shiqing Wenren , Wan Ding , Ruibo Xie , Zhenliang Wang , Xiangyu Wu , Xinchun Wu

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引用次数: 0

摘要

初中（3-5年级）儿童阅读理解问题与内化和外化问题的发生率较高。本研究采用三波纵向设计，以754名小学初中生为样本，探讨阅读理解与内化/外化问题之间的双向关系(Mage = 8.54, SD = 0.68；273名女孩)来自中国的三所小学。在控制性别、年龄、家庭经济地位和自回归效应后，交叉滞后模型结果显示：(1)3 ~ 5年级学生阅读理解与外化问题显著相关；(2)阅读理解对3 ~ 5年级学生内化问题仅存在单向预测作用；(3)阅读理解与外化问题之间存在双向效应。我们的研究结果强调了小学初中生阅读理解、内化问题和外化问题之间的动态关系。

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An investigation of the bidirectional relationship between reading comprehension and internalizing and externalizing problems

Reading comprehension problems and internalizing and externalizing problems have a high co-occurrence in middle elementary (grades 3–5) children. This study adopted a three-wave longitudinal design to explore the bidirectional relationship between reading comprehension and internalizing/externalizing problems in a sample of 754 middle-grade elementary children (M_age = 8.54, SD = 0.68; 273 girls) from three elementary schools in China. After controlling for gender, age, and family SES, and the autoregressive effects, the cross-lagged model results showed that (1) reading comprehension and externalizing problems were significantly related to each other in grades 3 to 5; while (2) there was only a unidirectional predictive effect of reading comprehension on internalizing problems in grades 3 to 5; and (3) there were also bidirectional effects between reading comprehension and externalizing problems. Our findings highlight the dynamic nature of the relationships between reading comprehension, internalizing problems, and externalizing problems in middle elementary school children.

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来源期刊

Journal of Applied Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.10

自引率

3.30%

发文量

期刊介绍： The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.