幼儿情绪自我调控的相关因素

Relevant Factors of Emotional Self - regulation of Children

目的:探讨与儿童自我调控能力有关的因素。方法:对560名18个月至6岁的幼儿进行自我调控能力、气质、生活环境和养育方式的评价。自我调控能力包括努力控制的注意集中和抑制性控制两因子和儿童自我调控发展评价。结果:(1)父亲受教育程度与儿童的自我调控能力有关(F=3．83,P<0．05;F =4．71,P<0．01)。父亲为大学或以上组的儿童的认知调控和注意集中的得分最高(3．6±0．4,34．5± 8．7),初中组的得分最低(3．4±0．5,30．4±9．2)。母亲受教育程度与儿童的自我调控能力有关(F= 5．14,P<0．01;F=3．02,P<0．05),母亲为大学或以上组与大专组的儿童的注意集中和抑制性控制得分相同并且最高(3．6±0．4,3．7±0．5)。自我调控发展总分随母亲受教育程度的升高而提高(129．2±25．1, 127．7±23．2,122．37±25．8,118．1±26．1,F=3．63,P<0．05)。(2)家长为权威型养育态度儿童的自我调控能力最强(F=4．02-23．23,P<0．05或P<0．001)。(3)“经常”看电视儿童的社会行为和亲社会行为的得分较很少看或不看者低(117．5±21．7,125．0±22．8,127．2±27．3,t=3．16、3．26,P<0．05)。 (4)自我调控因子与气质维度之间的相关性在3～6岁达到统计学意义的数目比3岁前更多而且相关程度也普遍提高。适应性和坚持性是与自我调控能力相关性最高的两个维度(r=0．4～0．6)。易养型儿童的自我调控能力得分最高,启动缓慢型的最低(F=10．02～15．4,P<0．001)。结论:气质和养育方式是与自我调控关系较大的因素。

Objective： To study the relevant factors of emotional serf-regulation of children. Methods： To assess the self- regulation competence, temperament, living environment and parenting attitudes in 560 children aged eighteen months to six years old. The self - regulation competence involved attentional focus, inhibitial control of effortful control, and the development level of self - regulation. Results： （ 1 ） Comparison with that of other children, the scores of cognitive regulation and attentional focus of children with father＇s educational level as graduate or postgraduate were the highest （3.6±0.4, 34.5±8.7, F=3.83, P〈0.05; F=4.71, P〈0.01） .While those with fathers had only secondary school education had lowest scores in these two items （ 3.4 ± 0. 5, 30.4 ± 9. 2 ） . Similar result were gotten in children whose mothers got advanced education （three years college, graduate or postgraduate F = 5. 14, P〈0. 01 ; F=3.02, P〈0. 05） . The higher the mother＇s education, the higher the children＇s self- regulation score （ F = 3.63, P 〈 0. 05 ） . （ 2 ） Children who ＂ Often＂ watching TV program had the lowest score of social behavioral and prosocial behavioral （117.5±21.7, 125.0±22.8, 127.2±27.3, t=3.16±3.26, P〈0.05） . （4） The numbers of self - regulation factors significant correlated with temperament dimensions, which was more obvious in children three to six years than in children below three years old. Adaptability and persistent had the strongest correlations with the temperament dimensions （ r = 0. 4 ～ 0.6 ） . Comparison in different temperament groups, the score of self - regulation competence in easy children was the highest, that of the slow - to - warm - up children was the lowest （F = 10. 02 ～ 15.4, P 〈 0. 001 ） . Conclusion： Temperament and parenting attitudes are the dominant contributors of children＇ self - regulation.