学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用

The Relationship between Preschooler’s Executive Function and Aggressive Behavior:The Mediation Effect of Cognitive Empathy

学前期儿童的攻击性行为与其执行功能密切相关,而共情则可能是二者产生联系的关键。因此,本研究拟探讨学前期儿童执行功能(研究1)及其子成分(研究2)与其攻击性行为之间的关系,并考察共情的中介作用。结果发现,学前期儿童的攻击性行为与其整体执行功能、抑制控制和工作记忆显著负相关,认知共情分别在攻击性行为与整体执行功能、抑制控制和工作记忆的关系间起中介作用。结果表明,学前期儿童的执行功能是其攻击性行为的限制器,抑制控制和工作记忆起主要作用;学前期儿童的执行功能通过促进认知共情从而抑制其攻击性行为。

Aggressive behavior of preschoolers is closely related to their executive function,and empathy may be the key to this relationship.Therefore,the purposes of this study are to explore the relationship between executive function and aggressive behavior(study 1);the relationship between its subcomponents and aggressive behavior in preschoolers,and exam the mediating role of empathy in variable relations(study 2).Results showed that preschoolers'aggressive behavior is significantly negatively correlated with their overall executive function,inhibitory control,and working memory.Cognitive empathy played a mediating role in the relationship between overall executive function,inhibitory control,working memory,and aggressive behavior,respectively.The current studies suggest that preschoolers'executive function is the cognitive limiter of their aggressive behavior,and inhibition control and working memory are particularly effective.Executive function might inhibit their aggressive behavior by promoting their cognitive empathy.