摘要
通过对684名3-5岁幼儿进行同伴提名和问卷测量,考察气质、教师期望和同伴接纳对自我控制的影响,结果发现:(1)气质、教师期望和同伴接纳各维度不同程度地预测幼儿自我控制。(2)气质、同伴接纳、教师期望交互作用于自我控制,其中同伴接纳是有调节的中介变量,其既是气质反应性、专注性和教师对幼儿日常习惯期望影响自我控制的部分中介变量,又同时受到气质情绪性的调节。(3)社会抑制性与教师对幼儿人际互动的期望交互作用于自我控制。
Self-control is a core component of personality. It helps individuals master their own mind and behavior. Early childhood is a key period for the formation and development of self-control. The development of young children＇s self-control is a comprehensive process which is complicated, hut highly interrelated. The development of children＇s self-control is inseparable from social environment and genetic factors. This research mainly examined the impact of temperament and social environment factors, such as teacher expectation and peer acceptance, on children＇s self-control. Moreover, we would establish a moderated mediator model by SEM to reveal the developmental characteristics the self-control mechanism in early childhood.
A total number of 684 3-5 -year old children were examined using three questionnaires on self-control, temperament and teacher expectations which were completed by children＇s teachers. We also evaluated peer acceptance by the peer nomination method. All predicative variables were included in this moderated mediator model. We analyzed the data by a multiple hierarchical regression analysis and structure equation model.
The results showed that, （ 1 ） temperament, teacher expectations and peer acceptance predicted children＇s self-control significantly. Temperamental attention, temperamental reaction, peer acceptance, teacher＇s expectations of interpersonal interaction and teacher＇s expectations of daily behavior predicted children＇s self-control positively. Temperamental activity and temperamental emotionality predicted self-control negatively; （2） temperament, peer acceptance and teacher expectations influenced children＇s self-control interactively, and peer acceptance was the moderated mediator. Temperamental reaction, temperamental attention and teacher expectations of daily behavior influenced children＇s self-control by the mediator of peer acceptance, while peer acceptance was also moderated by temperamental emotionality; （3） teacher expectation of interpersonal interaction and temperamental social inhibition influenced the children＇s self control interactively. When teachers gave children more interpersonal interaction expectations, even if children had high level of social inhibition, they could also have better self control; （4） peer acceptance and temperamental emotionality influenced the children＇s self-control interaetively. Peer acceptance did not affect self-control when children have high temperamental emotionality, while the selfcontrol was affected by the peer acceptance only when children have low temperamental emotionality.
These findings suggested that the development of young children＇s self-control was affected by the interaction of heredity and social environment. It implied that if we want to foster the children＇s self-control, we must pay attention to the peer acceptance especially, because it is a core factor of the formation of children＇s self-control. Peer interaction can give children more opportunities to develop their self-control. Moreover, we should also pay attention to those children with high temperamental emotionality.
出处
《心理科学》
CSSCI
CSCD
北大核心
2012年第6期1410-1415,共6页
Journal of Psychological Science
基金
国家社会科学基金重点项目(11AZD089)
国家社会科学基金(教育类)项目(BBA080048)
高等学校学科博士点专项基金课题(20102136110003)
第51批中国博士后科学基金面上资助项目(2012M510796)的资助
关键词
自我控制
气质
同伴接纳
教师期望
有调节的中介变量
self-control, temperament, peer acceptance, teacher expectation, moderated mediator
作者简介
通讯作者：杨丽珠。E—mail：yanglizhu126@126．com
