比较母亲和老师对幼儿亲社会行为的评价:一致性和预测性

A Comparison of Mother and Teacher Report of Children' s Prosocial Behavior on the Agreement and Predictive Effect

采用儿童移情和亲社会反应量表,由母亲(n=86)和老师(n=8)分别对86名3-5岁儿童进行评价,并记录实验情境中儿童的亲社会反应,考察母评和师评间的一致性,以及两种评价对儿童亲社会反应的预测性。结果发现:(1)母评得分高于师评,两种评价只在男孩中存在中等程度正相关;(2)只有师评能预测男孩的亲社会反应,两种评价对女孩的亲社会反应都有预测作用。结果提示评价者间的差异反映了不同评价者在儿童亲社会行为关注点上的特点。

Prosocial behavior is the voluntary behavior intended to benefit another.Though many studies focused on the age trends and gender differences in children＇ s prosocial behavior,no consistent conclusions have been drawn and methodological factors have been proposed to be the potential causes.Informant discrepancies in the assessment,one of such factors,are less empirically studied.The objectives of this study were to investigate agreement between mothers＇ and teachers＇ rating on children＇ s prosocial behavior,and to further compare the predictive effect of different informant＇ s assessment on children＇ s actual prosocial response observed in the experimental context to give implication for the cross-informant＇ s discrepancies. Mothers（n = 86） and teachers（n = 8） assessed each child（n = 86;3-5 year olds） using the empathic and prosocial response subscale from the conscience measure developed by Kochanska et al.（1994）.Meanwhile,children＇ s prosocial responses to strange adult＇ s distress in experimental context were videotaped and coded.Mother-teacher agreement was examined through two indices- mean scores and correlations.Hierarchical regression analyses were conducted to investigate the predictive effect of different informant＇ s reports on children＇ s actual prosocial response observed in experimental context. The results showed that mean scores rated by mothers were significantly higher than those by teachers,and mother-teacher correlations were moderate for boys（.34）,but absent for girls（.01 ）.Further examination showed that only teachers＇ rating significandy predicted boys＇ prosocial response in experimental context and accounted for 11%of the variance in boys＇ prosocial response scores, instead,both teachers＇ and mothers＇ rating predicted girls＇ prosocial response in experimental context and accounted for 8%and 7% of the variance in girls＇ prosocial response scores,respectively. Results implied that cross-informant＇ s discrepancies existed in assessing children＇ s prosocial behavior,and such discrepancies may reflect that mothers and teachers emphasized different aspects of childrens＇ prosocial behavior.Moreover,results suggested that when other＇ s reports on children＇ s prosocial behavior were used,the identity of the assessor should be taken into account in drawing the conclusion.