| 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 |
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| 引用本文： | 曹睿昕,陈会昌,陈欣银,梁宗保. 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[J]. 心理发展与教育, 2017, 33(6): 641-648. DOI: 10.16187/j.cnki.issn1001-4918.2017.06.01 |
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| 作者姓名： | 曹睿昕 陈会昌 陈欣银 梁宗保 |
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| 作者单位： | 1. 中国人民大学国际学院, 苏州 215123;2. 北京师范大学心理学部, 北京 100875;3. 宾夕法尼亚大学教育学院, 美国费城 19104-6216;4. 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, 南京 210096 |
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| 基金项目： | 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) |
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| 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。
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| 关 键 词： | 儿童 资源获取 学校适应 |
The School Adaptation Meaning of Children's Resource Acquisition Behaviors: A 5-Year Longitudinal and Cross-cultural Study |
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| CAO Ruixin,CHEN Huichang,CHEN Xinyin,LIANG Zongbao. The School Adaptation Meaning of Children's Resource Acquisition Behaviors: A 5-Year Longitudinal and Cross-cultural Study[J]. Psychological Development and Education, 2017, 33(6): 641-648. DOI: 10.16187/j.cnki.issn1001-4918.2017.06.01 |
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| Authors: | CAO Ruixin CHEN Huichang CHEN Xinyin LIANG Zongbao |
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| Affiliation: | 1. International College, Renmin University of China, Suzhou 215123, China;2. School of Psychology, Beijing Normal University, Beijing 100875, China;3. Graduate School of Education, University of Pennsylvania, PA 19104-6216, USA;4. Research Center for Learning Science, Southeast University/Key Laboratory of Child Development and Learning Science, Ministry of Education, Nanjing 210096, China |
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| Abstract: | In the present study, we compared the long-term associations between 7-year-old children's resource acquisition behaviorsand their 11-year-old school adaptationthrough lab observation and questionnaire. There were 160 Chinese children and 133 Canadian childrentook part in this study. At 7 years old, 4 children of same gender and not familiar with each other, were invited tothe observation room, and they were observed as they played with a single novel toy. The follow up studies were conducted in this sample when the children were 11 years old. The children's were asked to self-report their own feeling of recently, such as loneliness, depression, and behavioral problems. Their teachers werecontacted and asked to finish questionnaires assessing children's social and behavioral problems. Statistical analyses revealed the following results:(1) Turn taking behavior was significantly and negatively predicts children's school adaptation. Boys' turn taking behaviors at 7 years old were significantly and positively predict their self-reported anxious when they were 11 years old. While girls' turn taking behaviors were significantly and negatively predict their school attitude. (2) Polite request was significantly and positively predict Chinese children's aggression. Not for Canadian children. (3) Adult seeking has positive adaptation meaning for low failness children. (4) The outcomes of resource acquisition behaviors moderated the predictive relation between children's resource acquisition behaviors at 7 years and their school adaptation at 11 years. Polite request of low success children on resource acquisition was significantly and positively predict their aggression behaviors, while polite request of low failure children was significantly and negatively predict their aggression behaviors. Adult-seeking of low failure children was significantly and negatively predict their self-reported loneliness. |
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| Keywords: | children resource acquisition school adaptation |
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