Abstract: Objective To study the effecting factors of anxiety emotional disorder and family upbringing style of grade 4~6 school children,and to analyse correlation between anxiety emotional disorder and FUSQ. Methods By random sampling,841 students of grade 4～6 in the central Shaanxi plain were collected.All subjects were investigated by the Screen for Child Anxiety Related Emotional Disorder(SCARED) and Family Upbringing Style Questionaire(FUSQ). Results 1)The relevance ratio of anxiety emotional disorder was 19.5% (n=164).Among different economic levels,there were differences in scores of somatization/panic and school phobia(F=4.796,3.252,all P<0.05).The score of school phobia was different in parents' education levels(F=3.425,2.667,all P<0.05).2) Among father upbringing styles,boys' scores of admit-refuse,democracy-dictatorship,respect-shame,tolerant-acolasia,award-penalty and warmth-rude were low than those of girls(P<0.05 or <0.01).The award-penalty score of girls was higher than that of boys in mother upbringing styles(P<0.01).3) Positive correlation existed among anxiety factors and upbringing styles,Including separation anxiety and discipline-control,social phobia and award-penalty,generalized anxiety and social phobia and democracy-dictatorship,somatization/panic and expect-exaction.Negative correlation existed in somatization/panic,social phobia and tolerant-acolasia,respect-shame; generalized anxiety and social phobia and discipline-control,school phobia and tolerant-acolasia. Conclusion The anxiety emotional disorder are general in students grade 4~6 of poor counties,and cacoethic family upbringing styles exist universally which is a external factor lead to anxiety emotional disorder and should be paid attention.

Key words: students grade 4~6, anxiety emotional disorder, upbringing style

摘要： 目的 分析小学高年级学生焦虑障碍的影响因素和家庭教养方式,并对二者进行相关性分析。方法 采用随机抽样方法,选取陕西澄城、白水两贫困县各4所小学4～6年级841名学生,用苏林雁编制的“儿童焦虑性情绪障碍筛查表”和程灶火编制的“家庭教养方式问卷”对研究对象进行调查。结果 1)本次调查小学生焦虑障碍164人(19.5%)不同经济状况儿童在躯体化/惊恐和学校恐怖两个因子得分上差异有统计学意义(F=4.796,3.252,P均<0.05);父母亲不同文化程度在学校恐怖因子得分上差异有统计学意义(F=3.425,2.667,P均<0.05)。2)父亲版教养方式中,男童在接纳-拒绝、民主-独裁、尊重-羞辱、宽容-放纵、激励-惩罚和温情-粗暴维度得分上均低于女童(P<0.05或<0.01)。母亲版教养方式中,女童在激励-惩罚得分上高于男童(P<0.01)。3)相关分析发现,焦虑因子与教养方式呈正相关的有:分离性焦虑与管教-控制、社交恐怖与激励-惩罚,广泛性焦虑和社交恐怖与民主-独裁,躯体化/惊恐与期望-苛求;焦虑因子与教养方式呈负相关的有:躯体化/惊恐和社交恐怖与宽容-放纵和尊重-羞辱、广泛性焦虑和社交恐怖与管教-控制、学校恐怖与宽容-放纵等。结论 贫困县4～6年级学生存在焦虑障碍,同时也存在不良的家庭教养方式,是导致儿童产生焦虑的外部因素,应该引起重视。

关键词: 4～6年级学生, 焦虑障碍, 教养方式