特质视角下学前幼儿同伴选择的社会善念偏好

doi:10.16187/j.cnki.issn1001-4918.2026.03.01

摘要/Abstract

摘要： 社会善念可能作为一个独立的特质维度,参与且影响着学前幼儿的同伴选择及偏好。本研究通过三个实验,结合社会善念理解任务和情境特质故事,依次探究了社会善念与热情、道德和能力等三种经典特质在学前幼儿同伴选择中的偏好。结果发现:(1)与活泼开朗的热情特质相比,幼儿在同伴选择中对社会善念有更强的偏好;(2)幼儿在同伴选择中对社会善念的偏好显著低于真诚正直的道德特质;(3)在同伴选择中,幼儿对社会善念的选择偏好显著高于聪明能干的能力特质。以上实验表明,社会善念以亲社会利他意图为主要特征,独立于热情、道德和能力三种经典特质,并能够影响幼儿的社会认知与同伴印象评价。这对理解儿童早期特质与社会交往具有重要意义。

关键词: 社会善念, 特质, 幼儿, 同伴选择

Abstract: Social mindfulness, as an independent trait dimension, may influence preschool children’s peer selection and preferences. This study investigated 6-year-old preschool young children’s cognitive preferences between social mindfulness and three general traits—warmth, morality, and competence—in peer selection, through three experiments involving social mindfulness understanding task and situational traits stories. The results showed: (1) Compared to optimistic/active traits, preschool young children demonstrate a higher cognitive preference for social mindfulness in peer selection; (2) Children’s cognitive preference for social mindfulness in peer selection is significantly lower than that for the sincere/integrity traits; (3) Children’s cognitive preference for social mindfulness is significantly higher than that for the intelligent traits. These experimental results indicated that social mindfulness, which mainly characterized by the intent of prosocial altruism, is relatively independent of the three general qualities of warmth, morality, and competence. Furthermore, social mindfulness could influence the social cognition and peer impression evaluation of young children, which is of great significance for understanding early childhood trait cognition and social interaction.

Key words: social mindfulness, traits, young children, peer selection

中图分类号:

B844

谭瑞峰, 陈穗清, 郭新颖, 李梦娜. 特质视角下学前幼儿同伴选择的社会善念偏好[J]. 心理发展与教育, 2026, 42(3): 305-314.

TAN Ruifeng, CHEN Suiqing, GUO Xinying, LI Mengna. Social Mindfulness Preference of Preschool Young Children in Peer Selection from the Perspective of Traits[J]. Psychological Development and Education, 2026, 42(3): 305-314.

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