儿童资源获取行为对学校适应的影响——一个历时5年的跨文化追踪

发布时间：2018-03-04 18:14

  本文选题：儿童　切入点：资源获取　出处：《心理发展与教育》2017年06期 　论文类型：期刊论文

【摘要】：以160名中国儿童和133名加拿大儿童为被试,采用实验室观察和问卷调查,考察儿童7岁时的资源获取行为对其11岁时学校适应的影响。结果表明:(1)轮流规则行为对儿童的学校适应具有消极的预测作用,且存在性别差异:男孩的轮流规则行为可以显著正向预测其焦虑,女孩的轮流规则行为可以显著负向预测其学校态度;(2)请求行为可以显著正向预测中国儿童攻击行为,加拿大儿童则没有发现该关系;(3)对于资源获取失败次数少的儿童,求助成人行为有积极的适应意义;(4)儿童资源获取行为的结果在儿童7岁时资源获取行为与11岁时学校适应之间发挥调节作用;对于资源获取成功次数少的儿童,请求行为可以显著地正向预测其攻击行为;对于资源获取失败次数少的儿童,请求行为则显著地负向预测其攻击行为,求助成人行为可以显著地负向预测其孤独感。
[Abstract]:A total of 160 Chinese children and 133 Canadian children were selected for laboratory observation and questionnaire investigation. The effects of children's resource acquisition behavior at age 7 on school adaptation at age 11 were investigated. The results showed that the rotation rule behavior had a negative predictive effect on children's school adaptation. And there are gender differences: boys' rotational rule behavior can significantly positively predict their anxiety, while girls' rotation rule behavior can predict their school attitude significantly negatively.) request behavior can significantly positively predict Chinese children's aggressive behavior. Canadian children did not find the relationship) for children with fewer failed access to resources, The results of children's resource acquisition behavior play a regulatory role between children's resource acquisition behavior at the age of 7 and school adaptation at the age of 11; for children with less successful access to resources, Request behavior can predict its aggressive behavior significantly positively, while for children with less failure to obtain resources, request behavior can predict their aggression behavior negatively, and adult behavior can predict loneliness significantly.
【作者单位】： 中国人民大学国际学院;北京师范大学心理学部;宾夕法尼亚大学教育学院;儿童发展与学习科学教育部重点实验室/东南大学儿童发展与教育研究所;
【基金】：教育部人文社会科学研究青年基金项目成果(12YJC190001) 中央高校基本科研业务费(2242016R30017)
【分类号】：B844.1
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本文编号：1566763