依恋回避与学前儿童孤独感的关系：同伴拒绝的中介作用和师幼关系的调节作用

为了探讨学前儿童依恋回避对其孤独感的影响，以及同伴拒绝和师幼关系在其中的作用，研究采用问卷法和同伴提名法对193名学前儿童进行为期一年的追踪调查。结果表明：（1）依恋回避、同伴拒绝和孤独感之间两两显著正相关；（2）同伴拒绝在依恋回避和孤独感之间起中介作用；（3）师幼冲突调节了依恋回避通过同伴拒绝影响孤独感中介作用的前半路径。相对于师幼冲突程度较低的幼儿，高师幼冲突幼儿的依恋回避更容易导致高同伴拒绝进而体验较高的孤独感。

The Relationship between Attachment Avoidance and Preschool Children's Loneliness: The Mediating Role of Peer Rejection and Moderating Role of Teacher-Child relationship

Loneliness is the dissatisfaction of individual subjective experience with their own social relations, who often feel isolated, sad, empty and desire for the social relations. Loneliness has emerged in preschool age, and showed relative stability across the whole childhood, which is closely related to many adapting problems in the development of children. Family is one of the most important factors affecting the development of preschool children, parent-child attachment as an important part of the family environment, which has important influence on children's loneliness. According to attachment theory, early childhood unsafe parent-child attachment relationships is closely related to a lot of adaptation in later children. In addition to family factors, peer relations is also an important factor that affect children's social adaptation. The children who often suffer from peer rejection are on the edge position in the peer interaction, they also can't get enough social satisfaction and positive emotions from peers, so they are unable to establish a sense of belonging, and leading to loneliness. According to ecological theory, family and peers as the important micro ecological factors affect children’s development, unsafe parent-child attachment relationships may impact children's loneliness through peer rejection. Developmental situation theory think that, preschool teachers as an important adults of children, teacher-children relationships and parent-child relationship exist an interactive effctions on children. Positive teacher-child relationships may have a protective effect to children’s maladaptation,however, conflicted teacher-child relationships may intensify children’s maladaptation.But in the existing study of preschool children, less study focuses on the relations between the above variables are discussed. 193 preschool children(115 boys) from two public kindergartens in Shanghai joined a one-year longitudinal study. In time 1, children with an average age of 4.28±0.31 years old, and mothers completed the parent-child attachment scale, preschool teachers completed the students-teacher relationship scale, using peer nomination to test peer rejection; In time 2 , use the method of children's self-report to collect the data of loneliness. Results show that: (1) the attachment avoidance, peer rejection and loneliness has significant positive correlations; (2) peer rejection plays a mediating role between attachment avoidance and loneliness; (3) the conflicted teacher-child relationship plays a moderating role between attachment avoidance and peer rejection. Relative to the child with low levels of conflicted teacher-child relationships, the children with high levels of conflicted teacher-child relationship may have higher peer rejection and experience higher loneliness. This research adopts interval year longitudinal study design, examines the preschool children's attachment avoidance through peer rejection influence on loneliness, and explored the moderating effect of teacher-child relationships.Understanding the mechanism that the effect of attachment avoidance influence on preschool children's loneliness, helps educators pay more attention to children's intervention and guidance of loneliness from the perspectives of family and the kindergarten.