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儿童、青少年心理病理研究中经常使用多报告者的评估方法。不同报告者间的评价差异导致了研究者分析、理解数据的困难,因此引发了针对这一问题的大量研究。研究发现子女的人口学特征、被评估问题的特征和家庭环境特征等均对报告者差异有显著影响。从报告者获取信息和认知的角度整合当前研究结果有利于对报告者差异的产生进行更深入的分析,相关因素通过影响信息获得和作答过程对报告者差异产生影响。目前缺乏对报告者差异的系统理解和理论框架,进一步分析报告者差异对相关研究设计、数据处理和临床实践有实际意义。
Multi-reporter assessments are frequently used in psychosocial and psychiatric studies in children and adolescents. Differences in evaluations among different speakers led researchers to analyze and understand data difficulties, thus triggering a large number of studies addressing this issue. The study found that the children’s demographic characteristics, the characteristics of the assessed problems and the characteristics of the family environment have a significant impact on the reporter differences. The integration of current findings from the perspective of informants’ access to information and cognition facilitates a more in-depth analysis of the speaker’s discrepancy, which affects the speaker’s discrepancy by influencing the process of obtaining and responding information. At present, there is a lack of systematic understanding and theoretical framework for the differences between reporters and reporters. Further analysis of the differences between reporters and reporters is of practical significance to related research design, data processing and clinical practice.