角色转换期大孩情绪行为相关影响因素的系统评价

盛露露; 席璇; 刘琴

doi:10.16835/j.cnki.1000-9817.2021.10.004

角色转换期大孩情绪行为相关影响因素的系统评价

doi: 10.16835/j.cnki.1000-9817.2021.10.004

重庆医科大学公共卫生与管理学院/医学与社会发展研究中心/健康领域社会风险预测治理协同创新中心，重庆 400016

基金项目:

重庆市教委科学技术研究项目 KJQN201800425

详细信息

作者简介:
盛露露(1996-)，女，河南省人，在读硕士，主要研究方向为儿童青少年发育与健康

通讯作者:
刘琴，E-mail：liuqin81622@163.com

中图分类号: B844.1 R179
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出版历程
- 收稿日期: 2021-07-01
- 修回日期: 2021-07-29
- 网络出版日期: 2021-10-25
- 刊出日期: 2021-10-25

Factors influencing emotional and behavioral problems among firstborn children in transition to siblinghood: a systematic review

School of Public Health and Management, Chongqing Medical University, Research Center for Medicine and Social Development Chongqing, Innovation Center for Social Risk Governance in Health, Chongqing (400016), China

摘要

摘要: 目的系统评价影响角色转换期大孩情绪行为的相关因素，为角色转换期大孩情绪行为相关研究提供理论基础。方法通过计算机检索中国生物医学文献数据库、维普中文科技期刊数据库、中国知网期刊数据库、万方数据在线知识服务平台、PubMed、Web of Science、OVID和EBSCO数据库，搜集相关研究，检索时间为建库至2021年3月3日。由2名作者独立进行文献筛选、资料提取，评价纳入研究的偏倚风险，再采用定性分析方法归纳总结纳入研究的结果。结果共纳入9项研究，包括4项前瞻性队列研究和5项横断面研究。角色转换期大孩行为的影响因素研究主要涉及3大类，包括大孩自身因素(性别、年龄及气质类型)，家庭因素(父母教养方式、家庭关系及家庭氛围、家庭社会经济、母亲行为、大孩获知二孩到来的时间)和社会因素(师生关系、同伴关系和生活变化)。情绪的影响因素主要为大孩自身因素(年龄和自身接纳度)。大孩消极气质类型，消极父母教养方式，消极家庭关系及家庭氛围，母亲的禁止行为，大孩在非备孕阶段获知二孩到来，不佳的师生关系、同伴关系、生活变化可能增加大孩情绪和行为问题的发生风险，其余影响因素的研究结果尚不十分确定。结论角色转换期大孩情绪行为的重要影响因素仍需进一步开展高质量的前瞻性队列研究加以证实，也可适当开展干预研究对其进行验证，从而为针对角色转换期大孩不同的情绪行为问题干预提供实证依据。
- 情绪 /
- 行为 /
- 精神卫生 /
- 儿童
Abstract: Objective This study systematically reviewed the findings of studies on the factors influencing emotional and behavioral problems among firstborn children in transition to siblinghood, to provide a theoretical basis for the study of emotional behavior in firstborn children during role transition. Methods CBM, VIP, CNKI, WanFang Data, PubMed, Web of Science, OVID and EBSCO were electronically searched to collect studies on the relevant factors influencing the emotional and behavioral characteristics of firstborn children in transition to siblinghood (TTS) from inception to March 3rd, 2021. Literature screening and data extraction were conducted by two independent authors to evaluate the risk of bias in the included studies. The results of the included studies were summarized by qualitative analysis. Results A total of nine studies were included, comprising four prospective cohort studies and five cross-sectional studies. Systematic evaluation results indicated three main types of factor associated with behavioral problems among firstborn children: factors of firstborn children (gender, age and temperament), family factors (parents' upbringing, family relationships, family environment, social economy, maternal behavior and whether firstborn children knew that the second children would arrive), and social factors (relationships between teachers and students, peer relationships and life changes). The main factors affecting emotions were their own factors (age and self-acceptance). Negative temperament in firstborn children, negative parenting styles, negative family relationships and family environments, prohibited behaviors among mothers, whether the firstborn children were informed of the arrival of the second children during pregnancy, poor relationships between teachers and students, peer relationships and life changes may increase the risk of emotional and behavioral problems among firstborn children. Whether other factors might have affected the results of the study is unclear. Conclusion Important factors influencing firstborn children's emotions and behaviors during TTS, must be confirmed through a high-quality prospective cohort study. Intervention studies may be appropriate to verify the results and provide an empirical basis for behavioral interventions in firstborn children with different emotional problems.
- Emotions /
- Behavior /
- Mental health /
- Child

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图 1 文献筛选流程

Figure 1. Literature selection flow diagram

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表 1 纳入研究的基本特征

Table 1. General characteristics of included studies

第一作者及年份	国家	地点	对象来源	大孩年龄	样本量		调查时间点	研究设计	数据收集方法	大孩情绪和行为	影响因素
第一作者及年份	国家	地点	对象来源	大孩年龄	大孩	独生子女	调查时间点	研究设计	数据收集方法	大孩情绪和行为	影响因素
Gottlieb(1995)^[22]	加拿大	家中	医院、学校	18~60月	20(男：10，女：10)	60	每月随访1次，随访3次	前瞻性队列	定量问卷	③	性别、年龄
Teti(1996)^[23]	美国	家中	医院、社区	12~63月	194(男：92，女：102)	0	母亲孕晚期、产后4~8周	前瞻性队列	定量问卷	③	性别、年龄、家庭关系
Dunn(1981)^[13]、Kendrick(1980)^[14]、Kendrick(1982)^[15]、Kendrick(1983)^[16]	美国	家中	医院	18~43月	40(男：21，女：19)	0	母亲孕晚期、产后2~3周、8、14个月	前瞻性队列	定性观察、访谈母亲	①	性别、年龄、母亲的行为
Kolak(2013)^[17]、Oh(2015)^[18]、Song(2015)^[19]	美国	家中	医院、社区	12~69月	241(男：110，女：131)	0	母亲孕晚期、产后1，4，8，12个月	前瞻性队列	定量问卷、定性观察	③	性别、年龄、气质类型、父母教养方式、家庭关系、家庭社会经济
丁常聪(2018)^[24]	中国		医院	2~6岁	96(男：43，女：53)	0	二孩2岁内	横断面调查	定量问卷	①	性别、家庭社会经济
张星玮(2018)^[20]	中国			3~6岁	30(男：15，女：15)	0	二孩出生前后1年	横断面调查	定量问卷、访谈母亲	①④	性别、年龄、父母教养方式
赵雪(2018)^[21]	中国	咨询室	学校	8~12岁	8(男：4，女：4)	0	二孩出生后3个月~3岁	横断面调查	访谈大孩	①④	师生关系、同伴关系、生活变化、自身接纳度
孙雅(2020)^[25]	中国			2~6岁	80(男：41，女：39)	0	二孩0~2岁	横断面调查	定量问卷	①④	性别、家庭社会经济
杨博(2020)^[26]	中国		医院	1.5~5岁	882(男：397，女：483)^a	329	母亲孕14周及以后	横断面调查	定量问卷	③⑤	性别、年龄、气质类型、父母教养方式、家庭关系及家庭氛围、大孩获知二孩到来的时间
注： ①发生相关行为的频率(自行设计调查工具)；②相关行为得分(自行设计调查工具)；③相关行为得分(量表)；④发生相关情绪的频率(自行设计调查工具)；⑤相关情绪得分(量表)。^[13-16]为同一项研究、^[17-19]为同一项研究。a存在性别样本缺失。

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