目的 探讨学龄前儿童听处理与问题行为的关系，并探究执行功能在其中的中介作用。 方法 于2021年6—8月抽取南京2 342名7所幼儿园学龄前儿童，用《学龄前儿童听处理评估量表》《Conners父母问卷》《学龄前儿童执行功能行为评定问卷》对学龄前儿童进行评估，分析不同人口学特征儿童听处理、问题行为、执行功能的得分以及异常检出率的差异，同时采用多元线性回归分析影响儿童听处理总分、问题行为总分、执行功能总分的影响因素，并探究执行功能是否是听处理和执行功能的中介因素。 结果 性别、年级是听处理总分的影响因素（P<0.05）；性别、年级、父母受教育程度及家庭经济状况是问题行为总分、执行功能总分的影响因素（P<0.05）。听处理总分（rs=0.458，P<0.05）、问题行为总分（rs=0.185，P<0.05）与执行功能总分呈显著正相关，听处理总分与问题行为总分呈显著正相关（rs=0.423，P<0.05）。执行功能在听处理与问题行为间起部分中介作用，中介效应占总效应的33.44%。 结论 学龄前儿童听处理可能直接影响其问题行为，也可能通过间接影响执行功能影响问题行为。
Abstract
Objective To investigate the association between auditory processing and problem behaviors in preschool children, as well as the mediating role of executive function. Methods A total of 2 342 preschool children were selected from 7 kindergartens in Nanjing, China from June to August 2021. They were evaluated using Preschool Auditory Processing Assessment Scale, Conners Parent Symptom Questionnaire, and Behavior Rating Inventory of Executive Functioning-Preschool version. Children with different demographic features were compared in the scores and the abnormality rates of auditory processing, problem behaviors, and executive function. The influencing factors of the total scores of auditory processing, problem behaviors, and executive function were evaluated using multiple linear regression analysis. Whether executive function was a mediating factor between auditory processing and executive function was examined. Results Sex and grade were the main influencing factors for the total score of auditory processing (P<0.05), and sex, grade, parental education level, and family economic status were the main influencing factors for the total scores of problem behaviors and executive function (P<0.05). The auditory processing score (rs=0.458, P<0.05) and problem behavior score (rs=0.185, P<0.05) were significantly positively correlated with the executive function score, and the auditory processing score was significantly positively correlated with the problem behavior score (rs=0.423, P<0.05). Executive function played a partial mediating role between auditory processing and problem behaviors, and the mediating effect accounted for 33.44% of the total effect. Conclusions Auditory processing can directly affect the problem behaviors of preschool children and indirectly affect problem behaviors through executive function.
关键词
听处理 /
问题行为 /
执行功能 /
中介作用 /
学龄前儿童
Key words
Auditory processing /
Problem behavior /
Executive function /
Mediating effect /
Preschool child
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基金
江苏省妇幼健康科研项目（F202113）；南京市卫生科技发展专项资金项目（YKK21157）。
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