留守学前儿童接受性语言能力与社会退缩的关系:有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2021.06.10

摘要/Abstract

摘要： 为探讨留守学前儿童接受性语言能力与社会退缩的关系及其内部机制，采用教师评定问卷和测量法对484名留守学前儿童进行调查。结果表明：（1）接受性语言能力不仅对社会退缩具有显著负向预测作用，也能通过执行功能的中介作用负向预测社会退缩；（2）执行功能的中介作用受到师幼关系的调节，相对于高师幼关系水平的个体，间接效应在低师幼关系水平的个体中更为显著，具体而言，师幼关系调节了中介的后半路径；（3）此外，在高师幼关系水平的个体中，执行功能对社会退缩的负向预测作用以及执行功能在接受性语言能力与社会退缩之间的中介作用都不显著。研究结果有助于揭示接受性语言能力对社会退缩的影响及其内在作用机制，对留守学前儿童社会退缩的预防及干预具有一定的启示意义。

关键词: 留守学前儿童, 接受性语言能力, 执行功能, 社会退缩, 师幼关系

Abstract: Based on the social withdrawal Questionnaire, the Teacher-Child Relationship Scale, PPVT-R and H-T-K-S, a sample of 484 Chinese Left-behind preschool children were recruited for the study to explore the mechanism of the relationship between receptive language skills and social withdrawal. The results are as followings:(1) After controlling for age, receptive language skills has significant direct effect on social withdrawal. However, it could negatively predict social withdrawal through the mediation of executive function; (2) The mediating effects of executive function in the association between receptive language skills and social withdrawal are moderated by teacher-child relationship. The indirect effects are stronger for individuals with a lower level of teacher-child relationship. Specifically, teacher-child relationship moderated the second path of the mediation; (3) For individuals with a higher level of teacher-child relationship, the negative direct effect of executive function on social withdrawal and the mediating effect of executive function in the association between receptive language skills and social withdrawal are not statistically significant. The results may contribute to a better understanding of the effects as well as the mechanisms, and the conditions of receptive language skills on social withdrawal. It has certain enlightenment to the prevention and intervention the social withdrawal of Chinese Left-behind preschool children.

Key words: left-behind preschool children, receptive language skills, executive function, social withdrawal, teacher-child relationship

中图分类号:

B844

占淑玮, 杨宁, 赵必华. 留守学前儿童接受性语言能力与社会退缩的关系:有调节的中介模型[J]. 心理发展与教育, 2021, 37(6): 834-844.

ZHAN Shuwei, YANG Ning, ZHAO Bihua. Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model[J]. Psychological Development and Education, 2021, 37(6): 834-844.

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