4~5岁幼儿行为自我调节能力与社会适应的相互影响:社交淡漠的抑制作用

doi:10.16187/j.cnki.issn1001-4918.2025.06.02

摘要/Abstract

摘要： 研究测查了113名幼儿2个时期(4岁、5岁)的行为自我调节能力和社会适应,采用交叉滞后模型探究二者间的相互作用,同时考察4岁时幼儿社交淡漠在二者间的调节作用。结果显示:(1)4岁时的行为自我调节能力,显著正向预测低社交淡漠幼儿5岁时的社会能力,但在高社交淡漠幼儿中预测作用不显著;(2)4岁时的外化问题,显著负向预测低社交淡漠幼儿5岁时的行为自我调节能力,但在高社交淡漠幼儿中预测作用不显著;(3)4岁行为自我调节能力对5岁内化问题负向预测作用显著。研究结果说明,高社交淡漠能够抑制幼儿行为自我调节能力对社会能力的正向作用、外化问题对行为自我调节能力的负向作用。

关键词: 幼儿, 行为自我调节能力, 社会适应, 社交淡漠, 外化问题

Abstract: The one-year longitudinal study investigated the relation between behavioral self-regulation and social adjustment, and the moderating effects of unsociability. At two time point, a total of 113 preschoolers completed Head-Toes-Knees-Shoulder test to capture their behavioral self-regulation, and teachers completed Teacher Behavior Rating Sale to test the preschoolers’ social adjustment. Mother reported their children’s unsociability by completing the Child Social Preference Scale at first time point. The results showed that: (1) In low unsociability preschoolers, behavioral self-regulation at age 4 positively predicted social competence at age 5, but the predictive effect was not significant in high unsociability preschoolers; (2) In low unsociability preschoolers, externalizing problems at age 4 negatively predicted behavioral self-regulation at age 5, but the predictive effect was not significant in high unsociability preschoolers; (3)Behavioral self-regulation at age 4 is a significant negative predictor of internalizing problems at age 5. In conclusion,high unsociability can inhibit the positive effect of children’s behavioral self-regulation ability on social competence, and the negative effect of externalization problem on behavioral self-regulation ability.

Key words: preschooler, behavioral self-regulation, social adjustment, unsociability, externalizing problems

中图分类号:

B844

谢庆斌, 林思婷, 陈泽锴, 徐垚, 李燕. 4~5岁幼儿行为自我调节能力与社会适应的相互影响:社交淡漠的抑制作用[J]. 心理发展与教育, 2025, 41(6): 770-776.

XIE Qingbin, LIN Siting, CHEN Zekai, XU Yao, LI Yan. Interaction between Behavioral Self-regulation and Social Adjustment in 4~5 Years Old Children: The Inhibitory Effect of Unsociability[J]. Psychological Development and Education, 2025, 41(6): 770-776.

参考文献

Arnold, D.H., Homrok, S., Ortiz, C., & Stowe, R.M. (1999).Direct observation of peer rejection acts and their temporal relation with aggressive acts. Early Childhood Research Quarterly, 14, 183-196.
Barnes, J. C., Boutwell, B. B., Beaver, K. M., & Gibson, C. L. (2013). Analyzing the origins of childhood externalizing behavioral problems. Developmental Psychology, 12, 2272-2284.
Cameron, C. E., Kim, H., Duncan, R. J., Becker, D. R., & Mcclelland, M. M. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten. Journal of Applied Developmental Psychology, 62, 135-144.
Cavell, T.A. (1990). Social Adjustment, social performance, and social skills: A tri-component model of social competence. Journal of Clinical Child Psychology, 19, 111-122.
Chen, X., & French, D.C. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591-616.
Chen, X., French, D. C., & Schneider, B. H. (Eds.). (2006).Peer relationships in cultural context. Cambridge University Press.
Coplan, R.J., Gavinski-Molina, M.H., Lagacé-Séguin, D.G., & Wichmann, C. (2001). When girls versus boys play alone: Nonsocial play and adjustment in kindergarten. Developmental Psychology, 37(4), 464-474.
Coplan, R.J., Ooi, L.L., & Nocita, G. (2015). When one is company andtwo is a crowd: Why some children prefer solitude. Child Development Perspectives, 9, 133-137.
Coplan, R. J., Ooi, L. L., Xiao, B., & Rose-Krasnor, L. (2018). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27, 125-139.
Coplan, R. J., & Arbeau, K. A. (2009). Peer interaction and play in early childhood. In K. H.Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interaction, relationships and groups. Guilford Press.
Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., & Zinsser, K. (2012). Observing preschoolers’ social-emotional behavior: Structure, foundations, and prediction of early school success. The Journal of Genetic Psychology: Research and Theory on Human Development, 173(3), 246-278.
Flouri, E., Ruddy, A., & Midouhas, E. (2017). Maternal depression and trajectories of child internalizing and externalizing problems: The roles of child decision making and working memory. Psychological Medicine, 47(6), 1138-1148.
Hart, C. H., & Robinson, C. C. (1996).Teacher behavior rating scale. Brigham Young University,Provo, UT.
Hill, A.L., Degnan, K.A., Calkins, S.D., & Keane, S.P. (2006). Profiles of externalizing behavior problems for boys and girls across preschool: The roles of emotion regulation and inattention.Developmental Psychology, 42(5), 913-928.
Moffitt, T.E., Arseneault, L., Belsky, D.W., Dickson, N.P., Hancox, R.J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693-2698.
Madjar, N., Chubarov, E., Zalsman, G., Weiser, M., & Shoval, G. (2019). Social skills, executive functioning and social engagement.Schizophrenia Research: Cognition, 17,e100137.https://doi.org/10.1016/j.scog.2019.100137
McClelland, M.M.,Acock, A.C., Piccinin, A.M., Rhea, S.A., & Stallings, M.C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314-324.
McClelland, M.M., Cameron, C.E., Connor, C.M., Farris, C.L., Jewkes, A.M., & Morrison, F.J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43 (4), 947-59.
McClelland, M.M., Cameron, C.E., Duncan, R.J., Bowles, R.P., Acock,A.C., Miao, A., & Pratt, M.E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology, 5, e599.https://doi.org/10.3389/fpsyg.2014.00599
Miller, A. L., Gouley, K. K., Seifer, R., Dickstein, S., & Shields, A. (2004). Emotions andbehaviors in the Head Start classroom: Associations among observed dysregulation, social competence, and preschool adjustment. Early Education and Development, 15, 147-166.
Miller, E.K., & Cohen, J. (2001). An integrative theory of prefrontal cortex function. Annual Review of Neuroscience, 24, 167-202.
Moon, S.H., & Lee, K. (2012). Effects of young children’s temperament and teacher-child relationship on young children’s problem behaviors.Korean Journal of Childcare and Education, 8, 69-89.
Nelson, L.J.,Hart, C.H., Yang, C., Wu, P., & Jin, S. (2012). An examination of the behavioral correlates of subtypes of nonsocial play among Chinese preschoolers. Merrill-Palmer Quarterly, 58, 77-109.
Pianta, R.C., & Steinberg, M.S. (1992). Teacher-child relationshipsand the process of adjusting to school. New Directions for Child and Adolescent Development, 57, 61-80.
Ponitz, C.C., McClelland, M.M., Jewkes, A.M., Connor, C.M., Farris, C.L., & Morrison, F.J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141-158.
Rhee, S. H., Friedman, N. P., Smith Watts, A. K., Corley, R. P., Hewitt, J. K., Robinson, J., & Zahn-Waxler, C. (2018). The association between toddlerhood self-control and later externalizing problems. Behavior Genetics, 2, 125-134.
Rojas, N. M., & Abenavoli, R. M. (2021). Bidirectionality in behavioral regulation, emotional competence, and expressive vocabulary skills: Moderation by preschool social-emotional programs.Journal of Applied Developmental Psychology, 76, e101316.https://doi.org/10.1016/j.appdev.2021.101316
Schmitt, S.A., Finders, J.K., Duncan, R.J., Korucu, I., Bryant, L.M., Purpura, D.J., & Elicker, J.G. (2021). Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten. Developmental Psychology, 57(12), 2093-2105.
Shin, K.M., Cho, S., Shin, Y.M., & Park, K.S. (2016). Effects of early childhood peer relationships on adolescent mental health: A 6- to 8-year follow-up study in South Korea. Psychiatry Investigation, 13, 383-388.
Thompson, R.A., & Calkins, S.D. (1996). The double-edged sword: Emotional regulation for children at risk.Development and Psychopathology, 8, 163-182.
Thorell, L.B., Bohlin, G., & Rydell, A. (2004). Two types of inhibitory control: predictive relations to social functioning. International Journal of Behavioral Development, 28, 193-203.
Vygotsky, L.S. (1978).Mind in society: The development of higher psychological processes. Harvard University Press.
Yang, Y., Shields, G. S., Zhang, Y., Wu, H., Chen, H., & Romer, A. L. (2022). Child executive function and future externalizing and internalizing problems: A meta-analysis of prospective longitudinal studies. Clinical Psychology Review, 97, e102194.https://doi.org/10.1016/j.cpr.2022.102194
丁雪辰, 张田, 邓欣媚, 桑标, 方力, 程琛. (2015). “孤芳自赏”还是“茕茕孑立”:儿童社交淡漠适应功能的文化差异. 心理科学进展, 23(03), 439-447.
万旋傲, 张雯, 周同, 尚琪, 丁雪辰,徐刚敏. (2021). 儿童社交淡漠与学业成绩的发展轨迹:基于潜变量增长模型. 心理科学, 44(4), 858-865.
王英杰, 张美霞, 李燕. (2020).儿童早期同伴接纳与社会适应的关系:一项交叉滞后分析. 心理科学, 43(3), 622-628.
谢庆斌, 王英杰, 胡芳, 刘晓洁, 李燕. (2020). 4岁儿童抑制控制与社会技能:社会退缩的调节作用. 中国临床心理学杂志, 28(5), 1033-1037.
朱晶晶, 谢庆斌, 李燕, Robert J.Coplan, 许玭,李青. (2017). 儿童社会偏好量表在中国学前儿童中的应用分析. 中国临床心理学杂志, 25(2), 268-271.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	张和颐, 余利. 屏幕时间类型与幼儿自我调节:成人参与的作用[J]. 心理发展与教育, 2025, 41(5): 616-625.
[2]	邢淑芬, 白荣, 刘霞, 李森. 母亲拒绝与多巴胺基因对学前儿童外化问题的联合作用:努力控制的近端机制[J]. 心理发展与教育, 2025, 41(4): 518-527.
[3]	徐珊珊, 黄书珍, 崔秀敏, 陈慧, 蔺秀云. 留守儿童人际敏感性与问题行为的相互作用: 个体间和个体内效应[J]. 心理发展与教育, 2025, 41(1): 86-98.
[4]	梁渊, 张丽锦, 冀婷, 李博艺, 卜凡. 幼儿数量敏锐度的个体差异及其对数轴估计表现与策略使用的影响[J]. 心理发展与教育, 2024, 40(6): 761-773.
[5]	朱晶晶, 张珍珍, 李燕. 母亲抑郁与幼儿社会适应: 母亲的悲伤反应与亲子冲突的中介作用[J]. 心理发展与教育, 2024, 40(5): 675-686.
[6]	王玲晓, 郭明宇, 徐俊彦, 常淑敏. 同伴拒绝与青少年外化问题行为的纵向关系: 学校资源和性别的作用[J]. 心理发展与教育, 2024, 40(5): 695-705.
[7]	刘建榕, 陈晴昕, 童宁. 3~4岁幼儿心理理论的微观发生研究[J]. 心理发展与教育, 2024, 40(3): 305-315.
[8]	张文洁, 黄子君, 谭佩霞, 范伟, 钟毅平. 为了谁,幼儿更可能说谎？不同受益者对5～6岁幼儿说谎行为的影响[J]. 心理发展与教育, 2024, 40(3): 316-323.
[9]	王艳辉, 沈梓锋, 赖雪芬. 父母心理控制与青少年外化问题行为的关系：意志控制和越轨同伴交往的链式中介作用[J]. 心理发展与教育, 2024, 40(2): 248-256.
[10]	高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824.
[11]	王英杰, 栾金鑫, 李燕. 母亲养育压力与幼儿焦虑的关系:亲子冲突的中介作用和母亲正念的调节作用[J]. 心理发展与教育, 2023, 39(5): 702-709.
[12]	张文洁, 范增, 黎蕾, 刘毅, 钟毅平. 接受对象的常规行为与资源需求对5～6岁幼儿分享行为的影响[J]. 心理发展与教育, 2023, 39(4): 465-472.
[13]	牛湘, 冉光明. 同伴关系与幼儿问题行为关系的三水平元分析[J]. 心理发展与教育, 2023, 39(4): 473-487.
[14]	刘双, 李梅, 冯晓杭, 张向葵. 幼儿掌控动机与能力关系的纵向研究:任务类型与气质的调节作用[J]. 心理发展与教育, 2023, 39(2): 161-172.
[15]	王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.