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    姜楠, 鲍文文, 黄闪, 普迎琦, 刘美玲, 普雪娅, 黄绍逸, 陈亚军. 绿地暴露与学龄儿童情绪行为问题的关联研究[J]. 环境卫生学杂志, 2024, 14(2): 104-112，120. DOI: 10.13421/j.cnki.hjwsxzz.2024.02.002
    引用本文: 姜楠, 鲍文文, 黄闪, 普迎琦, 刘美玲, 普雪娅, 黄绍逸, 陈亚军. 绿地暴露与学龄儿童情绪行为问题的关联研究[J]. 环境卫生学杂志, 2024, 14(2): 104-112，120. DOI: 10.13421/j.cnki.hjwsxzz.2024.02.002
    shu
    JIANG Nan, BAO Wen-wen, HUANG Shan, PU Ying-qi, LIU Mei-ling, PU Xue-ya, HUANG Shao-yi, CHEN Ya-jun. Association between greenspace exposure and emotional and behavioral problems in school-aged children[J]. Journal of Environmental Hygiene, 2024, 14(2): 104-112，120. DOI: 10.13421/j.cnki.hjwsxzz.2024.02.002
    Citation: JIANG Nan, BAO Wen-wen, HUANG Shan, PU Ying-qi, LIU Mei-ling, PU Xue-ya, HUANG Shao-yi, CHEN Ya-jun. Association between greenspace exposure and emotional and behavioral problems in school-aged children[J]. Journal of Environmental Hygiene, 2024, 14(2): 104-112，120. DOI: 10.13421/j.cnki.hjwsxzz.2024.02.002
    shu

    绿地暴露与学龄儿童情绪行为问题的关联研究

    Association between greenspace exposure and emotional and behavioral problems in school-aged children

      摘要
    • 摘要:
      目的  探索绿地暴露与学龄儿童情绪与行为问题之间的关联。
      方法  采用分层整群随机抽样方法于2019年选取广州市5所小学的2 802名6~12岁小学生作为研究对象，学龄儿童的情绪行为问题通过父母版长处与困难问卷(Strength and Difficulties Questionnaire, SDQ)评估，采用归一化植被指数(normalized difference vegetation index, NDVI)结合学龄儿童日常活动模式综合评估个体绿地暴露水平，采用广义线性混合模型分析个体绿地暴露水平与SDQ得分以及情绪行为问题的关系。
      结果  学龄儿童困难总分、情绪症状、品行问题、多动行为、同伴交往以及亲社会行为异常检出率分别为7.7%、5.1%、10.1%、13.5%、13.2%和10.2%。调整混杂因素后，300、500和1 000 m缓冲区NDVI每增加一个四分位间距(interquartile range, IQR)，学龄儿童的多动行为得分下降0.11~0.18分。此外，1 000 m缓冲区NDVI每增加一个IQR，学龄儿童的亲社会行为得分增加0.11(β=0.11, 95%CI: 0.02~0.21)、外化行为得分下降0.14(β=-0.14, 95%CI: -0.29~-0.01)。300 m缓冲区NDVI每增加一个IQR，外化行为的OR值为0.78(95%CI: 0.61~1.00)。未发现个体特征(性别、年龄、家庭人均月收入、父母文化程度以及户外运动时间)对绿地暴露与学龄儿童情绪行为问题之间的关系存在修饰作用。
      结论  绿地暴露增加与学龄儿童较低的情绪行为问题风险相关。

       

      Abstract:
      Objective  To explore the association between greenspace exposure and emotional and behavioral problems in school-aged children.
      Methods  In 2019, a total of 2 802 students aged 6-12 years from five primary schools in Guangzhou, China were enrolled as study subjects by the stratified cluster random sampling method. The emotional and behavioral problems in the school-aged children were assessed by the Strengths and Difficulties Questionnaire (SDQ) designed for parents. The individual greenspace exposure was evaluated by the normalized difference vegetation index (NDVI) in combination with the daily activity patterns of the school-aged children. A generalized linear mixed model was used to analyze the relationship between individual greenspace exposure and SDQ scores, as well as emotional and behavioral problems in the school-aged children.
      Results  The detection rates for overall difficulties, emotional symptoms, behavioral problems, hyperactivity, peer interaction problems, and abnormal prosocial behaviors were 7.7%, 5.1%, 10.1%, 13.5%, 13.2%, and 10.2%, respectively. After adjusting for confounding factors, hyperactivity scores in the school-aged children decreased by 0.11 to 0.18 for every increase of one interquartile range (IQR) of NDVI in the buffer zones of 300 m, 500 m, and 1 000 m. Additionally, for every increase of one IQR of NDVI in the buffer zone of 1 000 m, prosocial behavior scores increased by 0.11 (β=0.11, 95%CI: 0.02-0.21), and externalizing behavior scores decreased by 0.14 (β=-0.14, 95%CI: -0.29 to -0.01). For every increase of one IQR of NDVI in the buffer zone of 300 m, the odds ratio of externalizing behaviors was 0.78 (95%CI: 0.61-1.00). No individual characteristics (gender, age, per capita monthly household income, parental education, and outdoor activity duration) were found to have any modifying effects on the relationship between greenspace exposure and emotional and behavioral problems in school-aged children.
      Conclusion  Increased greenspace exposure is associated with a lower risk of emotional and behavioral problems in school-aged children.

       

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