农村留守幼儿的情绪理解能力与侵犯性和同伴关系的关系

Relations among Emotional Understanding,Aggressivity and Peer Relationship of Rural Left-behind Preschoolers

目的:探讨农村留守幼儿的情绪理解能力与侵犯性、同伴关系的关系。方法:分别采用访谈法和问卷法对湖南省的165名幼儿(非留守幼儿64名、留守幼儿101名)的情绪理解能力及侵犯性、同伴关系进行了调查,并探讨了三者间的关系。结果:留守幼儿与非留守幼儿的情绪理解能力和侵犯性、同伴关系有显著差异(p<0.01);情绪理解能力、侵犯性、同伴关系三者间两两相关显著(p<0.05);生气和伤心情绪的理解能力对同伴关系有显著预测力(β≥0.20),生气情绪的理解能力对侵犯性有显著预测力(β=0.33);侵犯性在对生气的理解能力和同伴关系间起中介作用,中介效应与直接效应的比值为26.13%。结论留守幼儿的情绪理解能力、同伴关系低于非留守幼儿、侵犯性高于非留守幼儿;留守幼儿的情绪理解能力、侵犯性、同伴关系间关系密切;生气和伤心的理解能力对同伴关系有正向预测作用,生气的理解能力对侵犯性有负向预测作用;侵犯性在对生气的理解能力和同伴关系间起着部分中介作用。

Objective The relations among rural left-behind preschoolers’ emotional understanding 、aggressivity and peer relationship were dissussed.Method 165 rural left-behind preschoolers’ emotional understanding、aggressivity and peer relationship were investigated by using interview and questionary. Result There are remarkable differences between left-behind preschoolers’ and common preschoolers’ emotional understanding 、aggressivity and peer relationship（p〈0.01）;There are remarkable relations among emotional understanding 、aggressivity and peer relationship of rural left-behind preschoolers（p〈0.05）;The understanding of angry can predict aggressivity（β=0.33）;Aggressivity is an intermediary role between the understanding of angry and peer relationship. Conclusion The level of rural left-behind preschoolers’ emotional understanding and peer relationship were lower than common preschoolers’,but the level of aggressivity is higher; The relationship among rural left-behind preschoolers’ emotional understanding 、aggressivity and peer relationship are intimate; Emotional understanding has positive prediction on peer relationship, but has negative prediction on aggressivity; Aggressivity is an intermediary role between the understanding of angry and peer relationship.