论文部分内容阅读
以160名中国儿童和133名加拿大儿童为被试,采用实验室观察和问卷调查,考察儿童7岁时的资源获取行为对其11岁时学校适应的影响。结果表明:(1)轮流规则行为对儿童的学校适应具有消极的预测作用,且存在性别差异:男孩的轮流规则行为可以显著正向预测其焦虑,女孩的轮流规则行为可以显著负向预测其学校态度;(2)请求行为可以显著正向预测中国儿童攻击行为,加拿大儿童则没有发现该关系;(3)对于资源获取失败次数少的儿童,求助成人行为有积极的适应意义;(4)儿童资源获取行为的结果在儿童7岁时资源获取行为与11岁时学校适应之间发挥调节作用;对于资源获取成功次数少的儿童,请求行为可以显著地正向预测其攻击行为;对于资源获取失败次数少的儿童,请求行为则显著地负向预测其攻击行为,求助成人行为可以显著地负向预测其孤独感。
Using 160 Chinese children and 133 Canadian children as subjects, laboratory observations and questionnaires were used to examine the impact of children’s 7-year-old access to schooling on their 11-year-old school adjustment. The results showed that: (1) Alternating rule behavior had a negative predictive effect on children’s school adaptation, and there was a gender difference: the boy’s turn rule behavior could significantly predict its anxiety, and the girl’s turn rule behavior could negatively predict its school Attitude; (2) Request behavior can positively and positively predict Chinese children’s aggression, while Canadian children do not find the relationship; (3) Children with less unsuccessful access to help adult behavior have positive adaptability; (4) Children The results of resource acquisition play a regulatory role between children’s 7-year-old access to resources and school-based adjustment at 11 years of age; for children with fewer successful acquisitions, the request behavior can significantly predict the aggressive behavior significantly; Children with a low number of requests had a significantly negative predictive value of their aggressive behavior, and those seeking help with adult behavior could significantly negatively predict their sense of loneliness.