问题行为在儿童早期就已经开始发生并且会影响儿童后期各方面的发展，因此学前儿童问题行为受到了很多研究者和政策制定者的关注。儿童在不同情境下的行为表现是不同的，从幼儿园的不同情境去全面、细致地了解学前儿童问题行为的特点以及相关因素，有助于在幼儿园环境下更有针对性地制定预防和干预措施，但是我国目前还缺乏基于情境的学前儿童问题行为研究。本研究以5091名3-5岁学前儿童为研究对象，编制了基于幼儿园情境的问题行为评估问卷，考察了学前普通儿童和风险儿童在幼儿园不同情境下的问题行为特点、问题行为的表现和发生情境对学前儿童学业和社会能力的综合影响作用、幼儿园环境因素对学前儿童不同情境下问题行为的影响作用。得出以下结论：1．基于幼儿园情境的问题行为评估问卷从问题行为的表现形式可以分为攻击、多动/注意力和退缩行为；从问题行为的发生情境可以分为与教师交往、与同伴交往以及学习情境；将表现形式和发生情境结合，可以分为9种问题行为。2．普通学前儿童不同情境下的攻击行为和多动/注意力问题在年级特点以及性别和年级的交互作用方面都具有情境特异性，退缩行为在不同情境下的性别和年级特点都具有情境一致性。问题行为风险儿童不同问题行为表现在不同情境下的性别、年级特点以及性别与年级的交互作用的情境一致性比普通儿童群体问题行为特点的情境一致性更高。3．退缩问题风险儿童中多情境风险类型比例高于攻击问题和多动/注意力风险儿童中的多情境风险类型；与教师交往是儿童发生退缩问题最多的情境，同伴交往是攻击问题风险儿童发生攻击行为最多的情境，多动/注意力风险儿童更可能在两种或多种情境中具有风险；女生在攻击问题方面的多情境风险类型上比例高于男生；多动/注意力问题风险儿童和退缩问题风险儿童在多情境类型上的比例随年级升高而升高。 4．风险儿童的问题行为类型可以分为退缩型、轻度多动/注意力型、轻度外向型以及内外向混合型问题四种。男生在轻度多动/注意力型和轻度外向型问题的比例显著高于女生，女生在退缩型问题比例显著高于男生。轻度外向型问题和内外向混合型问题在中大班的比例显著高于小班，退缩型问题在小班的比例显著高于中大班。5．学习情境下的退缩行为对儿童语言能力具有负向预测作用，学习情境下的多动/注意力以及退缩问题对儿童数学能力具有负向预测作用，三种情境下的三种问题行为对儿童社会能力能力都具有负向预测作用作用。6．退缩型问题儿童的语言能力水平最低；轻度多动/注意力型问题和退缩型问题儿童的数学能力水平最低；轻度多动/注意力型问题的儿童社会能力水平最低。7．班级人数、师生比、师生亲密和师生冲突对三种情境下的攻击行为都具有影响作用；班级人数、师生比、师生亲密、师生冲突以及适宜的教学活动对儿童的多动/注意力问题具有影响作用，但不同情境下多动/注意力问题的影响因素有所不同；教师教龄、学历、师生亲密、师生冲突、师生依赖和适宜的教学活动对儿童的退缩问题具有影响作用，但不同情境下多动/注意力问题的影响因素有所不同。8.幼儿园风险性因素对男生不同情境下的攻击和多动/注意力问题影响更大，对女生不同情境下的退缩行为影响更大；家庭SES只在师生冲突对教师和学习情境下多动/注意力问题的正向预测作用中表现出调节作用。

Problem behavior occurres at the early of childhood and it influences the children’s later outcome and development, so many researchers and policy makers have expressed concerns on preshooler’s problem behavior. Children's behaviors in different situations are different. In order to make targeted prevention and intervention measures for the children with problem behavior in the preschool environment, it is important to have a comprehensive, contextualized understanding of the characteristics of children's problem behavior in the preschool contexts. However there is lack of the problem behavior research based on contexts in our country. This study took 5,091 children aged 3-5 years as object, made the Problem Behavior Assessment Within the Preschool Contexts, examined the characteristics of problem behavior in different situations of normal preschool children and high risk preschool children, the influence of problem behavior in different situations to the children’s academic performance and social skills, the influence of preschool environmental factors to children’s problem behavior in different situations. The major findings of the study were as follows:1. The types of behavior include aggressive, inattentive/ hyperactive and withdrawal behavior, the situations where problem behavior occurs include teacher interactions, peer interactions and learning activities. There were 9 problem behaviors combining the behavioral dimensions and situational dimensions.2. As for the normal preschool children, the gender characteristics, grade characteristics and the interaction of gender and grade of aggressive and hyperactivity /attention behavior in different situations were different, while the gender and grade characteristics of withdrawal behavior in different situations were same. The consistency of the gender characteristics, grade characteristics and the interaction of gender and grade of 3 behaviors in different situations of the high risk preschool children were higher than that of the normal preschool children.4. The ratio of multi-situation risk type in withdrawal-risk children was higher than that of aggressive and hyperactivity/attention-risk children. The aggressive behavior occurred more in the peer interaction situations, the hyperactivity/attention behavior occurred more in the two or three situations, the withdrawal behavior occurred more in the teacher interaction situations. The girls’ ratio of multi-situation risk type in aggressive risk was higher that of boys. The ratio of multi-situation risk type in hyperactivity/attention-risk children was rise according to the grade.4. The type of behavior problem of high risk preschool children can be divided into withdrawal problem type, slight hyperactivity/attention problem type, slight externalizing problem type and the mixed externalizing/internalizing problem type. The ratio of slight hyperactivity/attention problem type and slight externalizing problem type on boys was higher than that of girls. The ratio of slight externalizing problem type and the mixed externalizing/internalizing problem type in high grade was higher than that of low grade. The ratio of withdrawal problem type in low grade was higher than that of high grade. 5. The withdrawal behavior in learning situation had a negative influence on children’s language. The withdrawal behavior and hyperactivity/attention problem had a negative influence on children’s math. All three problem behaviors in all three situations had a negative influence on children’s social skill.6. The children of withdrawal problem type had lowest language performance, the children of slight hyperactivity/attention problem type and the children of withdrawal problem type had lower math performance, and the children of slight hyperactivity/attention problem type had lowest social skills.7. Group size, ratio, teacher-child closeness and teacher-child conflict had influences on the aggressive behaviors in the three situation. Group size, ratio, teacher-child closeness, teacher-child conflict and the appropriate practice had influences on the hyperactivity/attention problem, but the influence factors of different situations were different. Teacher’s age, education, teacher-child closeness, teacher-child conflict, teacher-child dependency and the appropriate practice had influences on the withdrawal behavior, but the influence factors of different situations were different.8. The kindergarten risk factors had greater impact on boy’s aggressive and hyperactivity/attention problem and on girl’s withdrawal behavior in different situations. There was moderating effect of family SES only in the influence of conflict teacher-child relationship to the hyperactivity/attention problem in teacher interaction and learning activities.