A comparison of aggressive behavior and influencing factors of family environment between firstborn and only children in primary school

Abstract

Objective To understand aggressive behavior and associated family determinants of firstborn and only children in primary school, so as to provide the basis for child aggressive behavior prevention.

Methods Using stratified cluster sampling method, 922 pupils from grade 2 to grade 6 were selected from three primary schools in Bengbu. The questionnaire survey included general information, family background and child aggressive behaviors.

Results Among boys, the 7-year-old only child scored [26.0 (22.0, 34.5)] higher than firstborn children [20.0 (17.5, 26.5)] in overall aggression, and the 9-year-old firstborn child [27.5 (23.0, 34.3)] scored higher than the only child [23.0 (18.5, 28.5)]. The scores of 8-year-old firstborn child in the dimension of physical aggression [7.0 (4.0, 11.0)] were higher than that of only child [5.0 (3.0, 8.0)] ( Z = 1.97, 2.39, 2.11, P<0.05). Among girls, 8-year-old only child scored higher [5.0 (3.0, 7.0)] in the dimension of physical aggression than that of the firstborn child [3.0 (3.0, 4.0)], and the 12-year-old firstborn child scored [7.0 (6.0, 8.0)] higher in the dimension of hostility than that of the only child [4.5 (3.3, 9.0)] ( Z = 2.48, 1.98, P<0.05). Multiple linear regression analysis found that boys of firstborn children scored higher in all dimensions of aggressive behavior than those of girls except hostility, and paternal education was negatively associated with physical aggression and hostility ( P<0.05). Age was positively associated with verbal aggression among the only children ( P<0.05). Family economic status was negatively associated with physical aggression ( P<0.05). Paternal education was negatively associated with hostility among students with anger and hostility of family members higher than that of parents ( P<0.05).

Conclusion Higher family economic status, high quality of parent company and appropriate parenting style can reduce the occurrence of children’s aggressive behavior and promote healthy physical and psychological development.

Abstract

【摘要】 目的 了解大孩与独生子女小学生的攻击行为现状, 分析其家庭环境影响因素并提出建议, 为预防和控制儿童 攻击行为的产生提供依据。 方法 采取分层整群抽样方法, 选取蚌埠市 3 所小学, 以二至六年级共计 922 名小学生作为研 究对象进行问卷调査。调査问卷分为学生基本情况、家庭状况、学生攻击行为评估三部分。 结果 男生中, 7 岁独生子女 的总体攻击得分 [26.0(22.0, 34.5)] 髙于大孩 20.0[(17.5, 26.5)], 9 岁大孩的总体攻击得分 [27.5(23.0, 34.3)]髙于独生子 女 [23.0(18.5, 28.5)], 8 岁大孩的躯体攻击维度得分 [7.0(4.0, 11.0)] 髙于独生子女 [5.0(3.0, 8.0)] ( Z 值分别为1.97, 2.39, 2.11, P 值均<0.05)。女生中, 8岁独生子女的躯体攻击维度得分 [5.0(3.0, 7.0)] 髙于大孩 [3.0(3.0, 4.0)], 12 岁大孩 的敌意维度得分 [7.0(6.0, 8.0)] 髙于独生子女[4.5(3.3, 9.0)] ( Z 值分别为 2.48, 1.98, P 值均<0.05)。多元线性回归分析 发现, 大孩中男生除敌意外的其他攻击行为得分均髙于女生, 父亲文化程度越髙者躯体攻击和敌意得分越低 ( P 值均< 0.05); 独生子女中, 年龄越大者言语攻击得分越髙, 家庭经济条件一般及较好者躯体攻击得分低于较差者, 其他陪伴情况 者的愤怒和敌意得分髙于父母双方陪伴者, 父亲文化程度越髙者敌意得分越低 ( P 值均<0.05)。 结论 良好的家庭经济条 件、较髙的父母陪伴质量和合理的教养方式, 可减少儿童攻击行为的产生, 促进儿童身心健康发展。