幼儿气质、教师期望和同伴接纳对自我控制的影响  

The Influence of Temperament, Teacher Expectation and Peer Acceptance on Early Children's Self-Control

作　　者：杨丽珠[1] 沈悦[1,2] 马世超[1,3] 

机构地区：[1]辽宁师范大学心理发展与教育研究中心,大连116029 [2]大连理工大学神经信息学研究所,大连116024 [3]哈尔滨学院心理学系,哈尔滨150080

出　　处：《心理科学》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

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 interpe

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 

分 类 号：B844.1[哲学宗教—发展与教育心理学]