10~11岁超常儿童自我概念的潜在转变分析:一项纵向研究

A Latent Transition Analysis of the Self-Concept of Gifted Children Aged 10—11 Years:A Longitudinal Study

超常儿童是拔尖创新人才早期培养的重要对象之一。自我概念作为人格的核心成分,对超常儿童学业成就、创造性才能、社会适应等方面的发展都有重要意义。本研究首先对超常儿童实验班的101名10~11岁超常儿童和普通班144名同龄普通儿童进行横断研究,使用《自我描述问卷》测量被试的自我概念。运用潜在剖面分析考察超常儿童与普通儿童自我概念潜在类别的共性与差异。然后,重新选取163名超常儿童实验班学生进行了为期9个月的追踪研究,运用潜在转变分析考察超常儿童自我概念随时间变化的类别转变模式。结果发现:(1)在横断研究中,超常儿童和普通儿童均可划分为高自我概念组和低自我概念组两个潜在类别,但在超常儿童群体内部低自我概念组的比重更高(51.5%);(2)在追踪研究中,随着时间变化,部分超常儿童自我概念呈现下降趋势,从高自我概念组向中等自我概念组转变(概率为0.406)或从中等自我概念组向低自我概念组转变(概率为0.246)。本研究结果为基于超常儿童自我概念的不同类别开展针对性的干预提供实证参考,也从社会情感发展和适应性视角,为开展有效的超常儿童教育提供启示。

Early training of gifted children is important to make them top-notch innovative talents.Self-concept,a core component of personality,is of significance to the development of gifted children’s academic achievement,creative ability,and social adaptation.We conducted a cross-sectional study on 101 gifted children aged 10—11 years in an experimental classroom and 144 ordinary children of the same age in a regular classroom.The Self-Description Questionnaire was used to measure their self-concept,and the latent profile analysis was used to investigate the similarities and differences of the latent categories of self-concept between them.Then 163 children from the experimental classroom were selected for a 9-month follow-up study.The latent transition analysis was used to investigate the transition patterns of gifted children’s self-concept.The results showed that:1)in the cross-sectional study,two latent categories of self-concept were identified in gifted and ordinary children,namely,high self-concept and low self-concept.However,within the gifted children group,the proportion of low self-concept group was higher(51.5%);2)in the longitudinal study,over time,some gifted children’s self-concept showed a downward trend,changing from the high self-concept group to the medium self-concept group(probability 0.406),or from the medium self-concept group to the low self-concept group(probability 0.246).The findings provided empirical evidence for targeted intervention based on different categories of gifted children’s self-concept,and also provided inspiration,from the perspective of social-emotional development and adaptability,for enhancing the quality of gifted children education in China.