儿童早期情绪性对学步期父母养育方式的影响

运用追踪设计和分层回归分析, 探究了281名儿童6个月和14个月时的受限后沮丧、恐惧和微笑大笑如何影响24个月时父母养育方式, 以及这种影响是否随儿童年龄增长而变化。研究结果显示:(1)6个月时, 仅受限后沮丧能正向预测24个月时母亲严厉的养育方式, 14个月时受限后沮丧仍能正向预测母亲的严厉, 恐惧也能正向预测母亲的保护担忧, 而微笑大笑能正向预测母亲的接受, 负向预测母亲的严厉和保护担忧;(2)6个月时, 儿童的受限后沮丧能正向预测24个月时父亲的严厉和保护担忧, 14个月儿童的受限后沮丧仍能正向预测24个月时父亲的严厉。     

父亲情绪表达与儿童社会适应:气质的调节作用

通过对341名学前儿童进行问卷调查和任务测查,考察了父亲情绪表达、儿童气质与儿童社会适应的关系。结果表明:(1)父亲积极情绪表达对儿童社会能力有正向预测作用;父亲消极情绪表达对儿童社会能力具有负向预测作用,而对外显、内隐行为问题有正向预测作用。(2)儿童的积极情绪性对其外显行为问题与社会能力均有显著正向预测作用;消极情绪性对其社会能力有负向预测作用,而对其外显行为问题有正向预测作用;儿童的努力控制对其外显行为问题有较强地负向预测作用,对其社会能力具有正向预测作用。(3)父亲情绪表达与儿童努力控制、消极情绪性对儿童社会适应有显著交互作用,父亲情绪表达对不同气质特点儿童的社会适应具有不同的预测作用。     

学前儿童执行功能与问题行为的关系:情境和性别的特异性

运用追踪设计检验了学前儿童执行功能特定成分和问题行为跨情境和性别的关系。选取101名学前儿童（48名男孩）为研究对象,采用实验任务测量儿童的执行功能,一年后采用母亲和教师报告分别收集儿童在家庭和学校情境的问题行为。结果发现,控制儿童年龄后：（1）在男孩中,抑制控制、认知灵活性和工作记忆负向预测一年后家庭情境的外化问题,认知灵活性负向预测一年后学校情境的外化问题,抑制控制正向预测一年后学校情境的内化问题;（2）在女孩中,执行功能三个成分均不能显著预测家庭情境的问题行为,认知灵活性正向预测一年后学校情境的外化问题。执行功能三个成分与问题行为间存在不同效应模式,且存在跨情境和性别的特异性。     

流动儿童的问题行为与人格、家庭功能的关系

以北京市806名流动儿童和319名城市儿童为被试,采用问题行为问卷、小五人格问卷和家庭功能问卷,考察流动儿童问题行为的特点及其与城市儿童的差异,并探讨人格和家庭功能对流动儿童问题行为的影响。结果发现:(1)流动儿童内、外化问题行为的自我报告率分别达到了31.0%2、0.1%,与城市儿童相比,流动儿童的内化问题行为较为突出。(2)人格的情绪性、开放性显著正向预测流动儿童的内化问题题行为,外向性、家庭功能的亲密度显著负向预测其内化问题行为,情绪性、开放性显著正向预测流动儿童的外化问题行为,宜人性、谨慎性、亲密度显著负向预测外化问题行为。(3)人格在家庭功能的亲密度与内化问题行为之间起部分中介作用,在亲密度与外化问题行为之间起完全中介作用。     

睡眠时间参数对学前儿童问题行为的影响:消极情绪性的调节作用

本研究以338名学前儿童为被试,采用母亲报告法探究了学前儿童睡眠时间与问题行为之间的关系,以及儿童消极情绪性的调节作用。结果发现：（1）睡眠总时长对儿童内化和外化问题行为的主效应显著,而睡眠总时长与消极情绪性对儿童内化和外化问题行为的交互作用不显著;（2）夜间睡眠比对儿童内化问题行为的主效应显著,对儿童外化问题行为的主效应不显著;夜间睡眠比与消极情绪性对儿童内化问题行为的交互作用显著,即对高消极情绪性的儿童,夜间睡眠比能够显著负向预测其内化问题行为,而对低消极情绪性的儿童,夜间睡眠比对其内化问题行为的预测并不显著;夜间睡眠比与消极情绪性对儿童外化问题行为的交互作用不显著。     

儿童2岁时的行为抑制性对其7-14岁学校适应的预测

采用实验室观察和教师报告,考察2岁儿童的行为抑制性对其7岁、11岁和14岁时学校适应的预测作用。结果表明儿童2岁时的行为抑制性可以：（1）显著正向预测其7岁时教师报告的任务定向、同伴交往能力;负向预测其7岁时教师报告的攻击和学习问题。（2）显著正向预测男孩11岁时教师报告的受欺受辱和害羞焦虑。（3）显著正向预测其14岁时教师报告的任务定向能力,负向预测其14岁时教师报告的攻击、学习问题和受欺受辱。     

父亲养育压力的稳定性及对儿童学步期问题行为的预测

本研究采用追踪研究及多重报告法,考察了儿童从6个月至14个月间父亲养育压力的稳定性特点,以及6个月与14个月时的父亲养育压力对儿童24个月时的问题行为的影响。结果发现:(1)儿童6个月与14个月时的父亲养育压力具有中等程度的相关;从6个月到14个月,父亲的总体养育压力和育儿愁苦维度的平均压力水平没有显著变化,亲子互动失调维度显著降低,儿童困难特质维度的平均压力水平显著上升;(2)儿童6个月时,父亲的育儿愁苦显著预测儿童24个月时的内隐问题行为;14个月时,父亲的育儿愁苦显著预测儿童24个月时的外显问题行为;6个月和14个月时,儿童困难特质维度的压力都可显著预测儿童24个月时的外显问题行为。     

父母心理控制和儿童消极情绪性对学前儿童问题行为的共同作用:“素质-压力”还是“差别易感性”

本研究以226名学前儿童和其父母为研究对象,从儿童气质-家庭环境交互作用的视角,采用父母报告的方法收集数据,考察了父母心理控制及儿童消极情绪性对儿童问题行为的共同作用。结果发现：在预测外化问题时,父亲和母亲心理控制的主效应均显著,同时父亲心理控制与儿童消极情绪性的交互作用也显著。显著性区域分析发现,高消极情绪性的学前儿童更易受高父亲心理控制的不利影响,也更易受低父亲心理控制的有利影响,该结果支持差别易感性模型;在预测内化问题时,父亲和母亲心理控制的主效应及其与儿童消极情绪性的交互作用均不显著,说明无论是对高消极情绪性还是低消极情绪性儿童,父母心理控制对其内化问题的影响相对较弱。     

母子关系、师幼关系与学前流动儿童的社会适应行为

母子关系和师幼关系是儿童早期发展中最重要的人际关系, 在儿童社会适应中扮演着重要的角色。研究以北京市271名学前流动儿童和552名学前城市儿童为被试, 采用问卷法考察母子关系、师幼关系与学前流动儿童的社会技能、外显和内隐问题行为之间的关系。结果发现:(1)流动儿童母子关系亲密程度低于城市儿童, 母子关系冲突性、师幼关系亲密性和冲突性与城市儿童没有差异;(2)母子关系对儿童社会适应行为的预测作用在流动儿童和城市儿童上没有显著差异, 母子关系亲密性正向预测社会技能, 负向预测内隐问题行为;母子关系冲突性负向预测社会技能, 正向预测外显和内隐问题行为;师幼关系亲密性正向预测城市和流动儿童的社会技能, 并且显著负向预测流动儿童的内隐问题行为;(3)师幼关系对母子关系的调节作用主要表现在流动儿童而非城市儿童上, 师幼关系低冲突能够减少母子关系冲突性对流动儿童社会技能的负向预测作用, 师幼关系高亲密能够减少母子关系冲突性对流动儿童内隐问题行为的正向预测作用。     

父母养育压力对儿童问题行为的影响:养育方式的中介作用

本追踪研究旨在考察父母养育压力对儿童问题行为的影响方式是否存在差异。被试为364名。6个月时, 父母报告各自的养育压力;24个月时, 父母报告各自的养育方式;48个月时, 父母分别报告儿童的问题行为。结果发现, 母亲养育压力可直接显著正向预测学前期儿童的外显问题行为;父亲的养育方式在其养育压力与学前期儿童的内隐和外显问题行为之间起到了完全中介作用。这表明, 母亲早期养育压力可直接影响学前期儿童的外显问题行为;而父亲养育压力完全通过其养育方式影响学前期儿童的内隐和外显问题行为, 且严厉起主要作用。     

Emotionality,emotion regulation,and adaptation among 5- to 8-year-old children

This study investigated relations between emotionality, emotion regulation, and children's behavioral adaptation in a longitudinal design. Mothers rated emotionality and emotion regulation related to anger, fear, and positive emotions-exuberance for 151 children at age 5 and later at age 6 years 6 months. Emotionality and emotion regulation measures were modestly related. Preschool ratings at age 6 (n = 125), maternal ratings at age 6 years 6 months (n = 133), and elementary school ratings at age 8 (n = 135) of problems and competence were also collected. High anger emotionality and low regulation of positive emotions and exuberance predicted externalizing problem behavior and prosocial behavior. High fear emotionality and low fear regulation predicted internalizing problem behavior. There were few interactive effects of emotionality and regulation.     

父母严厉管教与儿童问题行为的关系:儿童自我控制的中介作用

为探讨父母严厉管教、儿童自我控制与儿童问题行为间的关系,采用中文版亲子冲突解决策略量表、社会技能评定量表和儿童行为核查量表对济南市两所公立学校的1097名小学四到六年级儿童及其父母双亲进行测查。结果发现：（1）父母心理攻击和体罚与儿童自我控制均呈显著负相关,与儿童内化和外化问题行为均呈显著正相关,儿童自我控制与其内化和外化问题行为均呈显著负相关;（2）父亲心理攻击可以显著正向预测儿童内化和外化问题行为,母亲体罚可以显著正向预测儿童外化问题行为;（3）儿童自我控制在父亲心理攻击和母亲体罚与儿童内外化问题行为之间起中介作用,在母亲心理攻击和父亲体罚与儿童内外化问题行为关系间的中介作用不显著,中介作用模型不存在显著的儿童性别差异。综上,本研究发现父母严厉管教不仅直接影响儿童的内外化问题行为,而且会通过降低儿童自我控制水平间接导致儿童问题行为的增多。     

父母严厉管教与儿童问题行为的关系:儿童自我控制的中介作用

为探讨父母严厉管教、儿童自我控制与儿童问题行为间的关系,采用中文版亲子冲突解决策略量表、社会技能评定量表和儿童行为核查量表对济南市两所公立学校的1097名小学四到六年级儿童及其父母双亲进行测查。结果发现：（1）父母心理攻击和体罚与儿童自我控制均呈显著负相关,与儿童内化和外化问题行为均呈显著正相关,儿童自我控制与其内化和外化问题行为均呈显著负相关;（2）父亲心理攻击可以显著正向预测儿童内化和外化问题行为,母亲体罚可以显著正向预测儿童外化问题行为;（3）儿童自我控制在父亲心理攻击和母亲体罚与儿童内外化问题行为之间起中介作用,在母亲心理攻击和父亲体罚与儿童内外化问题行为关系间的中介作用不显著,中介作用模型不存在显著的儿童性别差异。综上,本研究发现父母严厉管教不仅直接影响儿童的内外化问题行为,而且会通过降低儿童自我控制水平间接导致儿童问题行为的增多。     

Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems

Behavioural adjustment is critical for children's school readiness. This study used data from a nationally representative sample of children from the Early Childhood Longitudinal Study – Birth Cohort. We examined the effects of interactions between children's negative emotionality, maternal sensitivity and preschool teacher sensitivity on children's kindergarten internalizing and externalizing behaviours. Parent report of children's negative emotionality and observations of maternal sensitivity were obtained at age 2 years, teacher sensitivity was observed in preschool and teacher report of children's behaviour problems was obtained in kindergarten. Negative emotionality moderated links between maternal sensitivity, teacher sensitivity and children's internalizing behaviours. For children high in negativity, maternal sensitivity was positively associated with internalizing behaviour in the context of low teacher sensitivity, whereas for children low in negativity, maternal sensitivity was negatively associated with internalizing behaviour. For children high or low in negativity, internalizing behaviour was comparable when teacher sensitivity was high regardless of maternal sensitivity. Maternal sensitivity and teacher sensitivity interacted to predict externalizing behaviour regardless of child negativity. Children who experienced high teacher sensitivity displayed comparable externalizing behaviour regardless of maternal sensitivity. When children experienced low teacher sensitivity, maternal sensitivity was negatively associated with externalizing behaviour. Interactions between child characteristics and caregiving across developmental contexts are discussed. Copyright © 2014 John Wiley & Sons, Ltd.     

Behavior Problems in Middle Childhood: The Predictive Role of Maternal Distress, Child Attachment, and Mother-Child Interactions

The objective of the study was to examine the longitudinal relation between early school-age measures of maternal psychosocial distress, quality of mother-child interactions, and child attachment behavior, and behavior problem profiles in middle childhood using a multi-informant design. Participants were 243 French-speaking mother-child dyads (122 girls) who were part of an ongoing longitudinal project. Maternal psychosocial distress was assessed when children were between 4 and 6 years of age. Mother-child interactive quality and attachment patterns were observed at age 6 during a laboratory visit. At age 8.5, externalizing and internalizing problems were assessed using mother and child reports. Results show that maternal psychosocial distress predicted later social adaptation reported by the child through the mediation of mother-child interactions. Analyses also revealed that higher maternal psychosocial distress and controlling attachment patterns, either of the punitive or caregiving type, significantly predicted membership in both child internalizing and externalizing clinical problem groups. Lower mother-child interactive quality, male gender, and child ambivalent attachment were also predictors of externalizing clinical problems.     

行为抑制性、母亲养育方式和学步儿问题行为的关系

采用实验室观察及问卷法,考察学步儿行为抑制性、母亲养育方式和问题行为的关系。结果发现:(1)行为抑制性正向预测内隐问题行为;母亲拒绝正向预测外显问题行为;母亲保护担忧负向预测外显问题行为。(2)性别能调节母亲养育方式与问题行为之间的关系,母亲鼓励独立负向预测男孩内隐问题行为;母亲拒绝正向预测女孩内隐问题行为;保护担忧负向预测男孩外显问题行为;母亲惩罚正向预测男孩外显问题行为。     

Development of Infant Positive Emotionality: The Contribution of Maternal Characteristics and Effects on Subsequent Parenting

The current study examined the influence of maternal characteristics on the development of infant smiling and laughter, a marker of early positive emotionality (PE) and how maternal characteristics and the development of infant PE contributed to subsequent maternal parenting. One hundred fifty‐nine mothers with 4‐month‐old infants participated. Maternal characteristics were assessed 4 months postpartum, infant smiling and laughter were assessed at 4, 6, 8, 10 and 12 months postpartum, and maternal negative parenting was assessed 18 months postpartum. Latent growth modelling was used to test hypotheses regarding the influence of maternal characteristics on the development of infant smiling and laughter, and the contribution of infant smiling and laughter to later maternal parenting. Higher maternal effortful control and PE predicted more initial infant smiling and laughter, whereas more maternal parenting stress predicted lower slopes of infant smiling and laughter. More frequent/intense symptoms of maternal depression predicted higher scores on a measure of negative parenting, whereas higher maternal PE and better effortful control predicted lower negative parenting scores. After accounting for maternal characteristics, higher intercepts and slopes of infant smiling and laughter predicted fewer reports of negative parenting practices. The implications of these findings for future research are discussed. Copyright © 2013 John Wiley & Sons, Ltd.