The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children’s behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants’ learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes.

中文翻译：

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在结构方程模型框架中使用儿科症状清单 17 调查学童的行为和情绪问题

Pediatric Symptom Checklist-17 最初是在初级保健机构中与父母一起用于识别孩子的行为和情绪问题，但有一些研究支持在学校环境中使用该量表。本研究检查了：(a) 教师评定的儿科症状清单 17 的因素结构和测量不变性，以及 (b) 使用小学结构方程模型的人口学特征、行为和情绪问题以及学习成果之间的复杂关系。508 名一年级和二年级儿童的样本由他们的老师根据儿科症状检查表 17 进行评分。学业进步测试被用来衡量参与者在阅读和数学方面的学习成果。结果证实了儿科症状清单 17（内化问题、外化问题和注意力问题）的三因素结构，并证明了不同人口群体（即性别、种族和年级）的测量不变性。男孩更有可能有严重的注意力问题，这与学习成绩下降有关，如阅读和数学成绩衡量标准所见。注意力问题介导了性别与学习成果之间的关系。这项研究对在学校环境中使用儿科症状检查表 17 有影响。此外，它还强调了性别、注意力问题和学习成果之间的潜在关系。和注意力问题）并证明了不同人口群体（即性别、种族和年级）的测量不变性。男孩更有可能有严重的注意力问题，这与学习成绩下降有关，如阅读和数学成绩衡量标准所见。注意力问题介导了性别与学习成果之间的关系。这项研究对在学校环境中使用儿科症状检查表 17 有影响。此外，它还强调了性别、注意力问题和学习成果之间的潜在关系。和注意力问题）并证明了不同人口群体（即性别、种族和年级）的测量不变性。男孩更有可能有严重的注意力问题，这与学习成绩下降有关，如阅读和数学成绩衡量标准所见。注意力问题介导了性别与学习成果之间的关系。这项研究对在学校环境中使用儿科症状检查表 17 有影响。此外，它还强调了性别、注意力问题和学习成果之间的潜在关系。男孩更有可能有严重的注意力问题，这与学习成绩下降有关，如阅读和数学成绩衡量标准所见。注意力问题介导了性别与学习成果之间的关系。这项研究对在学校环境中使用儿科症状检查表 17 有影响。此外，它还强调了性别、注意力问题和学习成果之间的潜在关系。男孩更有可能出现严重的注意力问题，这与学习成绩下降有关，如阅读和数学成绩衡量标准所见。注意力问题介导了性别与学习成果之间的关系。这项研究对在学校环境中使用儿科症状检查表 17 有影响。此外，它还强调了性别、注意力问题和学习成果之间的潜在关系。