3～9岁儿童人格特质稳定性理解的发展特点  

Developmental Features of Understandings about the Stability of Traits among Chinese Children aged from 3 to 9

作　　者：高雯[1] 杨丽珠[2] 

机构地区：[1]北京师范大学发展心理研究所,北京100875 [2]辽宁师范大学教育学院心理系,大连116029

出　　处：《心理发展与教育》2007年第3期6-12,共7页Psychological Development and Education

基　　金：全国教育科学"十五"规划重点课题(BBB010467);辽宁省高等学校人文社会科学重点研究基地科研项目(J05041)

摘　　要：采用情境故事法对281名3～9岁儿童对不同类型的消极或积极特质稳定性的理解进行了个别测查,使用了“性质-类型-性质”的特质推理研究范式,任务涉及跨时间稳定性和跨情境一致性两个层面的考察。五因素重复测量方差分析结果表明,3～9岁儿童对于特质稳定性的理解表现出随年龄发展稳定观不断增强的趋势,4岁可能是儿童特质稳定性理解由不成熟向成熟方向发展的关键点;此外,研究验证了年龄与特质性质的交互作用,也发现了问题类型和特质类型对特质稳定性理解的调节作用。这些特点与年幼儿童获得的心理知识和对特质发展影响因素的觉知有关,也可能与整个文化系统的直接或间接作用有关。Eight short corrected stories were used to test 281 Chinese children which were 3-9 years old from kinder- gartens and elementary schools for their understandings about the stability of traits, not only positive or negative traits but also stability across time or situations. Results suggested that more young more optimistic among children aged from 3 to 9, the fourth year of young life maybe the key time for children＇ s understandings about the stability of traits ; clarified that in young children＇s eyes positive traits were stable once got it while negative ones were easier to change; found out that types of trait and contexts could moderate the effects to those understandings. These characteristics were probably related to children＇s theory of mind and perceptions on influential factors to development of traits, also beliefs on stability of traits from the whole culture.

关 键 词：特质稳定性理解 特质识别 跨时间稳定性 跨情境一致性 

分 类 号：B844.1[哲学宗教—发展与教育心理学]