心理发展与教育 ›› 2016, Vol. 32 ›› Issue (3): 265-275.doi: 10.16187/j.cnki.issn1001-4918.2016.03.02

• 认知与社会性发展 • 上一篇    下一篇

5岁半幼儿掌控动机、气质及入学准备能力的关系探析

刘双1, 孙杨2, 张向葵3,4   

  1. 1. 吉林大学哲学社会学院, 长春 130012;
    2. 长春师范大学教育科学学院, 长春 130032;
    3. 东北师范大学儿童发展研究中心, 长春 130024;
    4. 东北师范大学教育学部心理学院, 长春 130024
  • 出版日期:2016-05-15 发布日期:2016-05-15
  • 通讯作者: 张向葵,Email:zhangxiangkui@126.com E-mail:zhangxiangkui@126.com
  • 基金资助:

    吉林大学基本科研业务费项目(450060482361);奕阳教育研究院2011年度青年学者研究项目(QX2011-08)。

The Relationships between Mastery Motivation,Temperament and Competence of Young Children

LIU Shuang1, SUN Yang2, ZHANG Xiangkui3,4   

  1. 1. School of Philosophy and Society, Jilin University, Changchun 130012;
    2. School of Education Science, Changchun Normal University, Changchun 130032;
    3. Research Center of Children Development, Northeast Normal University, Changchun 130024;
    4. School of Psychology, Faculty of Education, Northeast Normal University, Changchun 130024
  • Online:2016-05-15 Published:2016-05-15

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摘要： 通过对51名5.5岁幼儿掌控动机的问卷评估、入学准备能力的情境测验以及气质的教师评定,考察了幼儿多领域掌控动机与入学准备各领域能力之间的关系及气质在两者关系中的调节作用。结果发现,对于专注倾向(高专注性-低活动性和情绪性)幼儿,物体掌控动机正向预测了精细动作技能和学习方式,大动作掌控动机正向预测了感觉运动技能;对于反应倾向(高反应性-低抑制性)幼儿,同伴社会掌控动机正向预测了精细动作技能;而对于抑制倾向(低反应性-高抑制性)幼儿,同伴社会掌控动机则负向预测了精细动作技能、感觉运动技能和学习方式。

关键词: 掌控动机, 入学准备能力, 气质, 幼儿

Abstract: Fifty-one typically developing children participated in the assessment of mastery motivation using the Dimension of Mastery Questionnaire by their parents, competence using the School Readiness Test Battery-Comprehensive Version by experimenters and temperament using the Questionnaire of Temperament for Children Aged 3-9 by teachers. Hierarchical regressions were employed to analyze the moderating effect of temperament in motivation-competence relations. The results showed that (1) the moderating effect of Activity-Attention was significant. For children of Attention Type, higher object-oriented mastery motivation predicted higher levels of fine motor and approaches to learning, and higher gross motor mastery motivation predicted higher levels of sensory motor, whereas these relations were not significant for children of Activity Type. (2) The moderation effect of Reactivity-Inhibition was significant. For children of Reactivity Type, higher social mastery motivation with children predicted higher levels of fine motor. In turn, for children of Inhibition Type, higher social mastery motivation with children predicted lower levels of fine motor, sensory motor, and approaches to learning.

Key words: mastery motivation, competence, temperament, young children

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