幼儿行为自我调节能力的发展:母亲、同伴、教师的作用  

The Development of Behavioral Self-Regulation in Preschool: The Roles of Mothers, Peers and Teachers

作　　者：谢庆斌 孙娟娟[2] 王英杰 李燕[2] Xie Qingbin;Sun Juanjuan;Wang Yingjie;Li Yan(School of Education,Fujian Nornal University,Fujian,350007;School of Early Childhood Education,Shanghai Nornal University,Shanghai,200234;School of Teacher Education,Huzhou University,Huzhou,313000)

机构地区：[1]福建师范大学教育学院,福州350007 [2]上海师范大学学前教育学院,上海200234 [3]湖州师范学院教师教育学院,湖州313000

出　　处：《心理科学》2024年第5期1080-1087,共8页Journal of Psychological Science

基　　金：福建省社会科学规划项目:科学幼小衔接背景下幼儿学习准备的评价与提升路径研究(FJ2023C016)的资助。

摘　　要：本研究测查了120名幼儿三个时期(4岁,5岁,6岁)的行为自我调节能力以及4岁时的社会关系(母子关系、同伴关系、师幼关系),采用分层线性模型估计行为自我调节能力的起始水平和发展速率,考察社会关系的作用。结果表明:4岁时师幼亲密性越高,行为自我调节能力起始水平越高,5~6岁时的增长速率越低;4岁时同伴拒绝越高,4~5岁时行为自我调节能力的发展速率越低。Behavioral self-regulation is a component of self-regulation,which manifests as the explicit behavior resulting from the collaboration of executive function,language,and movement.It integrates attention focus,working memory,inhibition,and cognitive flexibility abilities.This ability plays a crucial role in the development of preschool children,including internalizing problems,externalizing problems,social skills,and academic achievement.Numerous intervention studies have demonstrated the high plasticity of preschool children's behavioral self-regulation and its sensitivity to the environment.According to the Family Systems Theory,various elements in the ecosystem may influence the development of behavioral self-regulation in preschool children.However,there is a lack of research examining the impact of social relationships on the growth rate of behavioral self-regulation in Chinese children.Therefore,this study aimed to investigate the effects of mother-child relationships,peer relationships,and teacher-child relationships on the initial level and growth rate of behavioral self-regulation in preschool children.A total of 120 children from small classes(65 boys and 55 girls)participated in this study and were assessed on behavioral self-regulation annually in April when they were 4,5,and 6 years old(T1,T2,and T3,respectively).At T1,assessments were conducted for mother-child,teacher-student,and peer relationships.Hierarchical linear modeling was used to estimate the intercept and slope of behavioral self-regulation based on data from the three time points.This analysis aimed to investigate the impact of children's social relationships on the development of behavioral self-regulation.Results indicated a negative correlation between the intercept and slope1(slope between T1 and T2,r=-.74)as well as slope2(slope between T2 and T3,r=-.21).Furthermore,hierarchical regression analysis revealed no gender differences in the initial status of behavioral self-regulation.But boys exhibited a faster growth rate than girls bet

关 键 词：行为自我调节能力 母子关系 同伴关系 师幼关系 潜变量增长模型 

分 类 号：B844.12[哲学宗教—发展与教育心理学]