幼儿情绪理解、情绪调节与其同伴接纳的关系  

The Relation between Young Children's Emotion Competence and Peer Acceptance

作　　者：潘苗苗[1] 苏彦捷[1] 

机构地区：[1]北京大学心理学系,北京100871

出　　处：《心理发展与教育》2007年第2期6-13,共8页Psychological Development and Education

基　　金：国家自然科学基金资助项目(30370201);教育部科学技术重点项目(02170)

摘　　要：选取83名4岁幼儿,探讨他们的情绪理解、情绪调节与其同伴接纳的关系。采用表情识别任务、情绪观点采择任务测查幼儿的情绪理解能力,采用教师评定问卷测查幼儿的情绪调节策略,使用照片社会评价法测查幼儿被同伴接纳的程度。结果表明:在总体上,情绪观点采择与情绪调节策略有关,情绪调节策略与同伴接纳有关,情绪观点采择能力与同伴接纳的边缘正相关在控制年龄后消失了;年长组儿童的攻击策略能显著预测同伴接纳,年幼组儿童的情绪观点采择、攻击策略、建构性策略都与同伴接纳有关,但只有攻击策略、建构性策略能显著预测同伴接纳;年幼组儿童的情绪观点采择分别通过攻击策略、建构性策略两条路径间接影响了同伴接纳。研究结果为进一步了解学前儿童同伴接纳的个体差异来源提供了情绪能力方面的数据。Eighty-three 4-year-old children from Kindergarten of Peking University were examined in order to explore developing relations between their emotion competence and their peer acceptance. Expression identification task and emotional perspective-taking task were used to assess children＇s understanding of emotion, and their regulation of emotion was surveyed by teacher-rated coping strategies questionnaire. At last, picture sociometric measurement was used to identify children＇ s peer acceptance. In general, children＇s regulation strategies were related to emotional perspective-taking and peer acceptance. The correlation between emotional perspective-taking and peer acceptance was marginally significant but disap strategies peared when age was partialled. The association of peer acceptance with emotion understanding and regulation changed as a function of children＇s age. For older children, only aggressive strategy could predict peer acceptance. For younger children, aggressive strategy and constructive strategy predicted their peer acceptance respectively, and each of them mediated the association between emotional perspective-taking and peer acceptance independently.

关 键 词：情绪理解 情绪调节 同伴接纳 学前儿童 

分 类 号：B844.1[哲学宗教—发展与教育心理学]