自我调节与内外化问题、学习问题的关系—同伴接纳的中介作用

发布时间：2019-04-03 07:57

【摘要】：很多研究表明儿童的内外化问题、学校适应问题与儿童的自我调节能力,同伴关系等因素有关。自我调节能力是指是个体能够抑制不符合社会规范或不良的行为倾向和调节个体反应的能力。自我调节被认为是社会能力的一部分,是儿童社会化和人格发展的关键。本研究重点考察了自我调节能力与儿童内外化问题、学习问题之间的关系,从情境发展观的角度,考察同伴接纳在其中的作用。运用发展级联模型,探讨随着时间的推移,各变量的发展路径以及相互影响的机制。本研究进行了3年的追踪考察,调查了中国上海市崇明区2所小学三四年级和2所中学五六年级的学生,共计1027名学生。本研究采用同伴提名,自我报告和他人报告的问卷调查方法对变量进行探究。研究结果表明,(1)自我调节能力存在性别的显著差异,女生的自我调节能力水平高于男生;(2)同伴接纳存在性别的显著差异,女生的同伴接纳水平高于男生;(3)外化问题行为存在性别的显著差异,男生的外化问题行为高于女生;(4)内化问题存在性别的显著差异,女生的内化问题高于男生;(5)学习问题存在性别的显著差异,男生的学习问题高于女生;(6)T1的自我调节能够通过T2同伴接纳的中介作用,负向预测T3的外化问题行为;(7)T1的自我调节能够通过T2同伴接纳的中介作用,负向预测T3的学习问题。综上所述,发现自我调节可以通过同伴接纳的中介作用,预测之后的外化问题行为和学习问题,但是对于随后的内化问题无法预测。
[Abstract]:Many studies have shown that children's internal and external problems, school adaptation problems are related to children's self-regulation ability, peer relationship and other factors. The ability of self-regulation refers to the ability of individuals to restrain non-social norms or bad behavioral tendencies and to regulate individual reactions. Self-regulation is considered to be a part of social ability and the key to children's socialization and personality development. This study focuses on the relationship between self-regulation ability and children's internalization and externalization, learning problems, and the role of peer acceptance in it from the perspective of situational development. By using the development cascade model, this paper discusses the development path of each variable and the mechanism of its mutual influence with the passage of time. A three-year follow-up survey was carried out in two primary schools and two middle schools in Chongming District of Shanghai, China. A total of 1027 students were enrolled in the study. In this study, peer nomination, self-report and others' report were used to investigate the variables. The results showed that: (1) there were significant gender differences in self-regulation ability, and the level of self-regulation ability of girls was higher than that of boys, (2) there was significant gender difference in peer acceptance, and the peer acceptance level of girls was higher than that of boys; (3) there is a significant gender difference in externalization problem behavior, the externalization problem behavior of boys is higher than that of girls, (4) there is a significant gender difference in internalization problem, and the internalization problem of girls is higher than that of boys; (5) there were significant gender differences in learning problems, male students had higher learning problems than girls, (6) T _ 1 self-regulation could negatively predict the externalization of T _ 3 through the mediating effect of T _ 2 peer acceptance. (7) T _ 1 self-regulation can negatively predict the learning problems of T _ 3 through the mediating effect of T _ 2 peer acceptance. In conclusion, it is found that self-regulation can predict externalized problem behaviors and learning problems through peer acceptance, but it is not possible to predict the subsequent internalization problems.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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