| 早期情绪性对学前儿童问题行为和社交能力的影响 |
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| 引用本文： | 刘亚鹏,邓慧华,梁宗保,张光珍,陆祖宏. 早期情绪性对学前儿童问题行为和社交能力的影响[J]. 心理发展与教育, 2019, 35(6): 719-728. DOI: 10.16187/j.cnki.issn1001-4918.2019.06.09 |
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| 作者姓名： | 刘亚鹏 邓慧华 梁宗保 张光珍 陆祖宏 |
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| 作者单位： | 1. 南京晓庄学院幼儿师范学院学前弱势儿童研究所, 南京 211171;2. 东南大学生物医学工程学院 儿童发展与学习科学教育部重点实验室, 南京 210096 |
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| 基金项目： | 教育部科技创新工程重大项目基金（704025）；江苏省教育科学“十三五”规划课题（C-a/2016/01/04）；江苏高校哲学社会科学研究项目（2017SJB0436）。 |
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| 摘 要： | 本研究拟考察早期各种情绪性成分及其交互作用对学前儿童问题行为和社交能力的影响。被试为299名儿童及其父母。母亲在儿童6和14个月时报告儿童的各种情绪性成分，父母在儿童48个月时分别报告儿童的问题行为和社交能力。结果发现：（1）6个月时的受限后沮丧和恐惧不能显著预测学前儿童的问题行为与社交能力，但14个月时的受限后沮丧能显著正向预测外显问题行为，恐惧能显著正向预测内隐问题行为，负向预测社交能力。6和14个月时的微笑/大笑均能显著正向预测社交能力。（2）在14个月时，恐惧能显著负向预测高受限后沮丧的学前儿童的社交能力，但不能显著预测低受限后沮丧的学前儿童的社交能力；在14个月时，恐惧能显著负向预测低微笑/大笑的学前儿童的社交能力，但不能显著预测高微笑/大笑的学前儿童的社交能力。
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| 关 键 词： | 受限后沮丧 恐惧 微笑/大笑 问题行为 社交能力 |
The Effect of Emotionality on Preschoolers' Behavioral Problems and Social Competence |
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| LIU Yapeng,DENG Huihua,LIANG Zongbao,ZHANG Guangzhen,LU Zuhong. The Effect of Emotionality on Preschoolers' Behavioral Problems and Social Competence[J]. Psychological Development and Education, 2019, 35(6): 719-728. DOI: 10.16187/j.cnki.issn1001-4918.2019.06.09 |
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| Authors: | LIU Yapeng DENG Huihua LIANG Zongbao ZHANG Guangzhen LU Zuhong |
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| Affiliation: | 1. Research Group of Early Education of Disadvantaged Children, School for Preschool Education, NanJing XiaoZhuang University, Nanjing 211171;2. Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Sciences and Medical Engineering, Southeast University, Nanjing 210096 |
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| Abstract: | The present study aimed to explore the role of emotionality at early stage on preschoolers' behavioral problems and social competence. 299 children and their parents participated in this study. Mothers rated on child emotionality at child age of both 6 and 14 months. Fathers and mothers reported child behavioral problems and social competence at child age of 48 months, respectively. The results revealed that smiling/laughter at both 6 and 14 months significantly and positively predicted social competence. The effect of distress to limitations and fear at 6 months on preschoolers' externalizing and internalizing problems and social competence was not significant. However, distress to limitations at 14 months significantly and positively predicted externalizing problems. Fear at 14 months significantly and positively predicted internalizing problems, and negatively predicted social competence. Furthermore, fear at 14 months was significantly and negatively associated with social competence of preschoolers with high level of distress to limitations or low level of smiling/laughter, but not with that of child with low level of distress to limitations or high level of smiling/laughter. |
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| Keywords: | distress to limitations fear smiling/laughter behavioral problems social competence |
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