本文關(guān)鍵詞：長處和困難問卷（SDQ）中文版的信度和效度研究，由筆耕文化傳播整理發(fā)布。

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長處和困難問卷

     Methods: 3068 students of 10 schools in Shanghai were involved in this study,with stratified and random sampling employed. Their personality traits were evaluated with Eysenck Personality Inventory and mental health status was tested with the strengths and difficulties questionnaire (SDQ).

     方法采用系統(tǒng)分層隨機(jī)抽樣的方法對上海市10所中學(xué)的3068名學(xué)生進(jìn)行互聯(lián)網(wǎng)過度使用的篩查,并用長處和困難問卷(Strengths and Difficulties Questionnaire,SDQ)及艾森克個(gè)性問卷(Eysenck Personality Questionnaire,EPQ)進(jìn)行評估。

短句來源

     Objective: To develop the norm of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in Shanghai and to test the reliability and validity of the questionnaire.

     目的建立長處和困難問卷(SDQ)(父母版)的上海地區(qū)常模,并對其進(jìn)行信度、效度檢驗(yàn)。

短句來源

     To develop the norm of Children's Strengths and Difficulties Questionnaire(for teachers,SDQ) in Shanghai and to test its clinical reliability,we asked 2128 students from 12 nursery schools and primary-middle schools in Shanghai to complete SDQ and retested them with SDQ six weeks later.

     目的:建立兒童長處和困難問卷(SDQ)(教師用表)的上海地區(qū)常模,并對其進(jìn)行信度和效度檢驗(yàn)。 方法:對上海市12所幼兒園和中小學(xué)校的2128名學(xué)生進(jìn)行長處和困難問卷(教師用表)的評定,并對其中的47名預(yù)備班(6年級)學(xué)生間隔六周進(jìn)行了再次評定。

短句來源

     Objective To develop the norm of children strengths and difficulties questionnaire (SDQ, the edition for students) in Shanghai and to test the reliability and validity of the questionnaire.

     目的建立長處和困難問卷(SDQ)(學(xué)生版)的上海地區(qū)常模,并對其進(jìn)行信度、效度檢驗(yàn)。

短句來源

     Formulation of Children Strengths and Difficulties Questionnaire (the Edition for Students) for Shanghai Norm

     長處和困難問卷(學(xué)生版)上海常模的制訂

短句來源

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     Reliability and Validity of the Chinese Version of the SDQ

     長處和困難問卷（SDQ）中文版的信度和效度研究

短句來源

     So it is suitable to assess the behaviors of children and adolescents in Shanghai with SDQ.

     結(jié)論:長處和困難問卷((教師用表)適合于上海地區(qū)兒童和青少年的行為評估。

短句來源

     Methods:Diagnostic Questionnaire for Internet Addiction(YDQ),Strength and Difficulties Questionnaire(SDQ),Eysenck Personality Questionnaire(EPQ),The screen for child anxiety related emotional disorders(SCARED),Family Assessment Device(FAD),The self-Esteem Scale(SES)were used to investigate 2252 middle school students.

     方法:使用Beard修訂的網(wǎng)絡(luò)成癮診斷問卷(YDQ)、長處和困難問卷(SDQ)、艾森克個(gè)性問卷(EPQ)、兒童焦慮性情緒篩查表(SCARED)、家庭功能量表(FAD)、自尊量表(SES)、對2252名中學(xué)生進(jìn)行調(diào)查。

短句來源

     Methods The parents of 47 ADHD children completed the SDQ while the norm in Shanghai as a control group.

     方法采用長處和困難問卷(父母版)對47例注意缺陷多動障礙兒童及47例同年齡、同性別的上海常模組兒童進(jìn)行評定比較分析。

短句來源

     Methods: The parents of 2128 students who came from 12 primany-middle school and nursery school in Shanghai completed SDQ and the parents of 47 students completed SDQ retest six weeks later.

     方法對上海市的幼兒園和中小學(xué)12所2128名學(xué)生進(jìn)行長處和困難問卷(父母版)的評定,對其中的47名學(xué)生間隔六周進(jìn)行重測。 結(jié)果對長處和困難問卷(父母版)進(jìn)行標(biāo)準(zhǔn)化,制定了上海地區(qū)常模。

短句來源

更多       

     A Study on the Strengths and Difficulties Questionnaire(SDQ)

     長處和困難問卷研究

短句來源

     Formulation of Children Strengths and Difficulties Questionnaire (the Edition for Students) for Shanghai Norm

     長處和困難問卷(學(xué)生版)上海常模的制訂

短句來源

     Reliability and Validity of the Chinese Version of the SDQ

     長處和困難問卷（SDQ）中文版的信度和效度研究

短句來源

     Reliability and validity of "children strengths and difficulties questionnaire" in Shanghai norm

     兒童長處和困難問卷(父母版)上海常模的信度和效度

短句來源

     A study on ADHD children with the Strengths and Difficulties Questionnaire(the edition for parents)

     長處和困難問卷(父母版)在注意缺陷多動障礙中的應(yīng)用

短句來源

查詢“長處和困難問卷”譯詞為用戶自定義的雙語例句
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  strengths and difficulties questionnaire

Die Auftretensh?ufigkeit psychischer Auff?lligkeiten wurde anhand der Angaben über Symptome und Belastung im Strengths and Difficulties Questionnaire (SDQ) und weiterer standardisierter Screening-Verfahren ermittelt.

The present study examined the potential suitability of the Strengths and Difficulties Questionnaire (SDQ) for this role.

Using the Strengths and Difficulties Questionnaire (Goodman R (1994) A modified version of the Rutter parent questionnaire including items on children's strenghts: a research note.

The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version

The self-report version of the Strengths and Difficulties Questionnaire (SDQ) was administered to two samples of 11-16 year olds: 83 young people in the community and 116 young people attending a mental health clinic.

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Objective: To develop the norm of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in Shanghai and to test the reliability and validity of the questionnaire. Methods: The parents of 2128 students who came from 12 primany-middle school and nursery school in Shanghai completed SDQ and the parents of 47 students completed SDQ retest six weeks later. Results: The SDQ was standardized and the ordinary model was that made. The reliability test showed that the α codfficient of the whole...

Objective: To develop the norm of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in Shanghai and to test the reliability and validity of the questionnaire. Methods: The parents of 2128 students who came from 12 primany-middle school and nursery school in Shanghai completed SDQ and the parents of 47 students completed SDQ retest six weeks later. Results: The SDQ was standardized and the ordinary model was that made. The reliability test showed that the α codfficient of the whole Cronbach questionnaire was 0.784, the association coefficient between the items and factors varied from 0.321 to 0.769, the reasessed association coefficient after six weeks was 0.717, and the reassessed value of the factors varied from 0.434 to 0.787. The Validity test showed there were associadtion between SDQ and Conners Parent Questionnaire among those factors the associadtion of prosocial behavior was negative, and the differences of the factors and total scores between abnormal sample and normal sample were significant (t=5.733~12.375 , P<0.001). Conclusion: The SDQ can be used to assess the children and adolescent in Shanghai .

目的建立長處和困難問卷(SDQ)(父母版)的上海地區(qū)常模,并對其進(jìn)行信度、效度檢驗(yàn)。方法對上海市的幼兒園和中小學(xué)12所2128名學(xué)生進(jìn)行長處和困難問卷(父母版)的評定,對其中的47名學(xué)生間隔六周進(jìn)行重測。結(jié)果對長處和困難問卷(父母版)進(jìn)行標(biāo)準(zhǔn)化,制定了上海地區(qū)常模。信度檢驗(yàn):總問卷Cronbach的α系數(shù)為0.784;條目與因子分之間的相關(guān)系數(shù)在0.321-0.769;間隔6周問卷總分的重測相關(guān)系數(shù)為0.717,各因子的重測相關(guān)系數(shù)在0.434-0.787;效度檢驗(yàn):長處和困難問卷(父母版)和Conners父母問卷(PSQ)所有評分相關(guān),其中社會行為呈負(fù)相關(guān);異常樣本與常模樣本各因子分和總分差異顯著(t=5.733-12.375,P<0.001)。結(jié)論長處和困難問卷(父母版)適合于上海地區(qū)兒童青少年的評估。

Objective To evaluate the practicality of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in children with the ADHD. Methods The parents of 47 ADHD children completed the SDQ while the norm in Shanghai as a control group. Results The item score of the ADHD children were significantly different from those of the controls. The total score and the factor score of the ADHD children were higher than those of the controls(t=22.701-3.703,P﹤0.01).(3) The sensitivity of hyperactivity index...

Objective To evaluate the practicality of Children Strengths and Difficulties Questionnaire(the edition for parents, SDQ) in children with the ADHD. Methods The parents of 47 ADHD children completed the SDQ while the norm in Shanghai as a control group. Results The item score of the ADHD children were significantly different from those of the controls. The total score and the factor score of the ADHD children were higher than those of the controls(t=22.701-3.703,P﹤0.01).(3) The sensitivity of hyperactivity index of the SDQ was 83.3%, and the specificity and the accuracy of the SDQ were respectively 76.6 %and 80.0%.Conclusion Using the SDQ (the edition for parents) can differentiate ADHD children from normal children.

目的評估長處和困難問卷(父母版)在注意缺陷多動障礙中的實(shí)用性。方法采用長處和困難問卷(父母版)對47例注意缺陷多動障礙兒童及47例同年齡、同性別的上海常模組兒童進(jìn)行評定比較分析。結(jié)果長處和困難問卷內(nèi)容評定,研究組除新環(huán)境中會黏住大人、跟大人相處比跟小孩融洽和對很多事物感到害怕三項(xiàng),其余條目得分均顯著高于對照組(P<0.01);因子分及總分評定均高于對照組(P<0.01);對注意缺陷多動障礙兒童的診斷靈敏度為83.3%,特異度為76.6%,診斷符合率為80.0%。結(jié)論長處和困難問卷(父母版)能可靠、敏感地區(qū)別注意缺陷多動障礙與正常兒童,可應(yīng)用于家長對注意缺陷多動障礙兒童的評估。

Objective To investigate the incidence of internet overuse (IOU) in middle school students,and to explore the related factors to internet overuse.Methods Using the Diagnostic Questionnaire for Internet Addiction (YDQ),Strength and Difficulties Questionnaire (SDQ),Eysenck Personality Questionnaire (EPQ) the edition for children,Adolescence Time Management Disposition Scale (ATMD),we investigated 2 620 middle school students.According to the YDQ criterion and clinical interview,64 students who were diagnosed as...

Objective To investigate the incidence of internet overuse (IOU) in middle school students,and to explore the related factors to internet overuse.Methods Using the Diagnostic Questionnaire for Internet Addiction (YDQ),Strength and Difficulties Questionnaire (SDQ),Eysenck Personality Questionnaire (EPQ) the edition for children,Adolescence Time Management Disposition Scale (ATMD),we investigated 2 620 middle school students.According to the YDQ criterion and clinical interview,64 students who were diagnosed as internet overuse,and 64 students diagnosed as being normal in internet usage were included as controls.Results The incidence rate of IOU in this sample was 2.4%. IOU group had significantly higher scores on the SDQ subscales of emotional symptoms,conduct problems, hyperactivity,total difficulties and less scores on the subscales of prosocial behaviors (P＜0.05-P＜0.01), and had higher scores on the SCARED subscales of somatization/panic,general anxiety,social phobia, school phobia,and dissociative anxiety than controls (P＜0.01 ).IOU group had significantly higher scores on the EPQ subscales of neuroticism,psychoticism and less scores on the subscales of lie (P＜0.01 ),and less scores on the TAMD subscales of sense of time control,sense of time efficacy,sense of time management than controls (P＜0.05-P＜0.01).Conditioned logistic analysis showed that the factors of hyperactivity,prosocial behaviors,general anxiety were associated with IOU.Conclusion The middle school students with IOU have more behavioral and emotional problems,which may be related to internet overuse.

目的了解中學(xué)生互聯(lián)網(wǎng)過度使用(IOU)狀況,探討中學(xué)生IOU的影響因素。方法采用Beard修訂的Young的診斷問卷、長處和困難問卷(SDQ)、兒童焦慮性情緒障礙篩查表(SCARED)、艾森克個(gè)性問卷(EPQ)和青少年時(shí)間管理傾向量表(ATMD)對2620名中學(xué)生進(jìn)行調(diào)查。對篩查出的IOU學(xué)生(IOU組,64例)及其下一學(xué)號的學(xué)生(對照組,64名)進(jìn)行診斷性訪談。結(jié)果(1)中學(xué)生IOU的發(fā)生率為2.4%(64例)。(2)SDQ：IOU組的情緒癥狀、品行問題、多動注意不能及困難總分高于對照組,而社會行為評分低于對照組(均P＜0.05～0.01)。(3)SCARED：IOU組的軀體化/驚恐、廣泛性焦慮、分離性焦慮、社交恐怖、學(xué)�？植兰敖箲]總分均高于對照組(均P＜0.01)。(4)EPQ：IOU組的精神質(zhì)、神經(jīng)質(zhì)評分高于對照組,而掩飾評分低于對照組(均P＜0.01)。(5)ATMD：IOU組的時(shí)間監(jiān)控觀、時(shí)間效能感、時(shí)間價(jià)值感及時(shí)間管理傾向總分均低于對照組(均P＜0.05～0.01)。(6)條件Logistic回歸分析顯示多動注意不能和廣泛性焦慮是IOU的危險(xiǎn)因素,而社會行為是IOU的保護(hù)因素。結(jié)論IO...

目的了解中學(xué)生互聯(lián)網(wǎng)過度使用(IOU)狀況,探討中學(xué)生IOU的影響因素。方法采用Beard修訂的Young的診斷問卷、長處和困難問卷(SDQ)、兒童焦慮性情緒障礙篩查表(SCARED)、艾森克個(gè)性問卷(EPQ)和青少年時(shí)間管理傾向量表(ATMD)對2620名中學(xué)生進(jìn)行調(diào)查。對篩查出的IOU學(xué)生(IOU組,64例)及其下一學(xué)號的學(xué)生(對照組,64名)進(jìn)行診斷性訪談。結(jié)果(1)中學(xué)生IOU的發(fā)生率為2.4%(64例)。(2)SDQ：IOU組的情緒癥狀、品行問題、多動注意不能及困難總分高于對照組,而社會行為評分低于對照組(均P＜0.05～0.01)。(3)SCARED：IOU組的軀體化/驚恐、廣泛性焦慮、分離性焦慮、社交恐怖、學(xué)校恐怖及焦慮總分均高于對照組(均P＜0.01)。(4)EPQ：IOU組的精神質(zhì)、神經(jīng)質(zhì)評分高于對照組,而掩飾評分低于對照組(均P＜0.01)。(5)ATMD：IOU組的時(shí)間監(jiān)控觀、時(shí)間效能感、時(shí)間價(jià)值感及時(shí)間管理傾向總分均低于對照組(均P＜0.05～0.01)。(6)條件Logistic回歸分析顯示多動注意不能和廣泛性焦慮是IOU的危險(xiǎn)因素,而社會行為是IOU的保護(hù)因素。結(jié)論IOU學(xué)生存在著更多的行為、情緒問題,可能是互聯(lián)網(wǎng)過度使用的影響因素。

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  本文關(guān)鍵詞：長處和困難問卷（SDQ）中文版的信度和效度研究，由筆耕文化傳播整理發(fā)布。