依恋回避与学前儿童孤独感的关系:同伴拒绝的中介作用和师幼关系的调节作用

The Relationship Between Attachment Avoidance and Preschool Children’s Loneliness: The Mediating Role of Peer Rejection and Moderating Role of Teacher-Child Relationship

孤独感是学前儿童常见的负性情绪体验,并且受到来自父母、教师和同伴多方面因素的影响。为了探讨学前儿童依恋回避对其孤独感的影响,以及同伴拒绝和师幼关系在其中的作用,研究采用问卷法和同伴提名法对193名学前儿童进行为期一年的追踪调查。结果表明:(1)依恋回避、同伴拒绝和孤独感之间两两显著正相关;(2)同伴拒绝在依恋回避和孤独感之间起中介作用;(3)师幼冲突调节了高依恋回避通过同伴拒绝影响孤独感中介作用的前半路径。相对于师幼冲突程度较低的幼儿,高师幼冲突幼儿的高依恋回避更容易导致同伴拒绝进而体验较高的孤独感。。

Loneliness is the dissatisfaction of individual subjective experience with their own social relations, who often feel isolated, sad, empty and desire for social relations. Loneliness has emerged in preschool age, and shows relative stability across the whole childhood, which is closely related to many adapting problems in the development of children. Family is one of the most important factors affecting the development of preschool children, parent-child attachment as an important part of the family environment, which has important influence on children’s loneliness. According to attachment theory, unsafe parent-child attachment in early childhood is closely related to a lot of adaptation in later children. In addition to family factors, peer relation is also an important factor that affects children’s social adaptation. The children who often suffer from peer rejection are on the edge position in the peer interaction, they also cannot get enough social satisfaction and positive emotions from peers, thus are unable to establish a sense of belonging, which leads to loneliness. According to ecological theory, family and peers as the important micro ecological factors affect children’s development, unsafe parent-child attachment may impact children’s loneliness through peer rejection. Developmental situation theory assumes that, with preschool teachers as an important adult of children, teacher-children relationship and parent-child relationship have an interactive effect on children. Positive teacher-child relationship may have a protective effect to children’s maladaptation. However, conflicted teacher-child relationship may intensify children’s maladaptation. However, in the existing study of preschool children, less study focuses on the relation between the above variables.193 preschool children(115 boys) from two public kindergartens in Shanghai joined a one-year longitudinal study. In Time 1, children with an average age of 4.28±0.31 years old, and their mothers completed the parent-child attachment scale, their preschool teachers completed the studentsteacher relationship scale, using peer nomination to test peer rejection;In Time 2, using the method of children’s self-report, we collected the data of loneliness. Results show that:(1) The attachment avoidance, peer rejection and loneliness have significant positive correlations;(2) Peer rejection plays a mediating role between attachment avoidance and loneliness;(3) The conflicted teacher-child relationship plays a moderating role between attachment avoidance and peer rejection. Relative to the child with low levels of conflicted teacher-child relationships, the children with high levels of conflicted teacher-child relationship may have higher peer rejection and experience higher loneliness.This research adopts interval year longitudinal study design, examines the preschool children’s attachment avoidance through peer rejection influence on loneliness, and explores the moderating effect of teacher-child relationship. Understanding the mechanism how attachment avoidance influences preschool children’s loneliness helps educators pay more attention to children’s intervention and guidance of loneliness from the perspectives of family and the kindergarten.