幼儿的坚持性与执行功能和负性情绪的关系

The Relations of Executive Function and Negative Affectivity to Persistence in Preschoolers

儿童的认知控制和情绪调节可能影响他们面对挑战任务时的坚持性水平,而后者与其学校适应能力密切相关。本研究采用实验法和问卷法对91名6岁幼儿进行研究,主要探讨学前班儿童的坚持性与执行功能和负性情绪之间的关系,试图从认知控制和情绪调节角度,为提高幼儿的任务坚持性提供有效的干预策略。结果表明:(1)幼儿执行功能发展得越完备,其坚持性水平越高;(2)幼儿表露的负性情绪越少,其坚持性水平越高;(3)幼儿执行功能与坚持性的关系受到负性情绪的调节,对于负性情绪水平较低的幼儿,执行功能可以预测坚持性发展水平。

The cognitive control and emotional regulation seem to play a key role in children＇s persistence on challenging tasks, which are generally related with school readi- ness. The current study examined the relations of executive function and negative affectivity to persistence in 91 six-year-old preschoolers using an experimental task and questionnaires. It provided intervention strategies to improve task persistence for preschoolers from the perspectives of cognitive control and emotional regulation. The results showed that persistence was posi- tively associated with executive function, and nega- tively related to negative affectivity. Negative affectivity moderated the association between executive func- tion and persistence. Especially in the children with low level of negative affectivity, executive function positively predicted the development of persistence.