The effects of gender, perceived family functioning, and temperament of grade 5 to 6 students on their internalizing problems

• Main Authors: Chia-Ming Lin, 林佳敏
• Other Authors: Wai-Cheong Tam
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/88b632

碩士 === 中原大學 === 心理學研究所 === 93 === Abstract The main purpose of this study was to explore the effects of gender, perceived family functioning, and temperament of grade 5 to 6 students on their internalizing problems. The participants in this study included 509 fifth- and sixth-grade elementary school students in Taipei City, Taipei County and Taoyuan County. The instruments used in the study included Family Function Scale、Middle Childhood Temperament Questionnaire, and Child Behavior Checklist-Teacher’s Report Form (TRF). The main results of this study as follows： 1. There was no significant difference of gender among grade 5 to 6 students on internalizing problems. 2. There was significant relationship between some of the family functioning factors and the internalizing problems: for boys, problems-solving and communication were significantly correlated to boys’ internalizing problems；however, there was no correlation between family functioning and girls’ internalizing problems. 3. There was significant relationship between temperaments and internalizing problems. For boys, rhythmicity, approach or withdrawal, and quality of mood were significantly correlated to boys’ internalizing problems, for girls, there were significant correlations between approach or withdrawal, intensity of reaction and quality of mood, and girls’ internalizing problems. 4. The factors of family functioning, the temperaments and their interaction had main effects on children’s internalizing problems. For boys, rhythmicity and quality of mood had main effects on boys’ internalizing problems. For girls, problems-solving, roles, communication, affective responsiveness, rhythmicity, approach or withdrawal, intensity of reaction, quality of mood, interactions of problems-solving and intensity of reaction, of communication and intensity of reaction, and of affective responsiveness and intensity of reaction had main effects on girls’ internalizing problems. 5. The elementary school students’ temperament of approach or withdrawal, quality of mood, rhythmicity and intensity of reaction could predict their internalizing problems. For boys, quality of mood and rhythmicity could predict boys’ internalizing problems. For girls, quality of mood, intensity of reaction and approach or withdrawal could predict girls’ internalizing problems. Based on these findings, implications for parents, education institutes, and further research are proposed.