摘要
采用儿童早期行为评价量表、亲子关系量表和师生关系量表,对443名幼儿的父母和教师进行了测查,在生态系统理论的框架下探讨了儿童性别、年级及父子、母子、师生关系对早期社会能力的影响。结果发现:小班和中班儿童的师生关系好于托班;女孩的社会能力高于男孩,小班和中班儿童的社会能力高于托班。控制了性别与年级的作用之后,父子、母子与师生关系对儿童社会能力都有显著的正向预测作用,但三者的平均值具有最强的预测作用,这一结果支持了多重关系作用于儿童发展的"平均化假说"。
Based on a sample of 443 kindergartners and their parents and teachers, the present study investigated the effects of individual （i. e., child gender, grade） and relational （i. e., children＇ s relationships with fathers, mothers, and teachers） factors on children＇s early social competence. The results showed that girls＇ social competence was higher than boys＇ and K3 and K2 children＇ s teacher-child relationships and social competence were higher than K1 children＇ s. In addition, although relationships with fathers, mothers, and teachers separately predicted children＇ s social competence, the average score of these relationships was the strongest predictor.
出处
《心理发展与教育》
CSSCI
北大核心
2008年第4期19-24,共6页
Psychological Development and Education
基金
教育部人文社会科学重点研究基地项目(项目号:06JJDXLX002)
关键词
早期社会能力
亲子关系
师生关系
个体因素
early social competence
parent-child relationship
teacher-child relationship
individual factors
