【摘要】：很多研究表明兒童的內(nèi)外化問題、學(xué)校適應(yīng)問題與兒童的自我調(diào)節(jié)能力,同伴關(guān)系等因素有關(guān)。自我調(diào)節(jié)能力是指是個(gè)體能夠抑制不符合社會(huì)規(guī)范或不良的行為傾向和調(diào)節(jié)個(gè)體反應(yīng)的能力。自我調(diào)節(jié)被認(rèn)為是社會(huì)能力的一部分,是兒童社會(huì)化和人格發(fā)展的關(guān)鍵。本研究重點(diǎn)考察了自我調(diào)節(jié)能力與兒童內(nèi)外化問題、學(xué)習(xí)問題之間的關(guān)系,從情境發(fā)展觀的角度,考察同伴接納在其中的作用。運(yùn)用發(fā)展級(jí)聯(lián)模型,探討隨著時(shí)間的推移,各變量的發(fā)展路徑以及相互影響的機(jī)制。本研究進(jìn)行了3年的追蹤考察,調(diào)查了中國(guó)上海市崇明區(qū)2所小學(xué)三四年級(jí)和2所中學(xué)五六年級(jí)的學(xué)生,共計(jì)1027名學(xué)生。本研究采用同伴提名,自我報(bào)告和他人報(bào)告的問卷調(diào)查方法對(duì)變量進(jìn)行探究。研究結(jié)果表明,(1)自我調(diào)節(jié)能力存在性別的顯著差異,女生的自我調(diào)節(jié)能力水平高于男生;(2)同伴接納存在性別的顯著差異,女生的同伴接納水平高于男生;(3)外化問題行為存在性別的顯著差異,男生的外化問題行為高于女生;(4)內(nèi)化問題存在性別的顯著差異,女生的內(nèi)化問題高于男生;(5)學(xué)習(xí)問題存在性別的顯著差異,男生的學(xué)習(xí)問題高于女生;(6)T1的自我調(diào)節(jié)能夠通過(guò)T2同伴接納的中介作用,負(fù)向預(yù)測(cè)T3的外化問題行為;(7)T1的自我調(diào)節(jié)能夠通過(guò)T2同伴接納的中介作用,負(fù)向預(yù)測(cè)T3的學(xué)習(xí)問題。綜上所述,發(fā)現(xiàn)自我調(diào)節(jié)可以通過(guò)同伴接納的中介作用,預(yù)測(cè)之后的外化問題行為和學(xué)習(xí)問題,但是對(duì)于隨后的內(nèi)化問題無(wú)法預(yù)測(cè)。
[Abstract]:Many studies have shown that children's internal and external problems, school adaptation problems are related to children's self-regulation ability, peer relationship and other factors. The ability of self-regulation refers to the ability of individuals to restrain non-social norms or bad behavioral tendencies and to regulate individual reactions. Self-regulation is considered to be a part of social ability and the key to children's socialization and personality development. This study focuses on the relationship between self-regulation ability and children's internalization and externalization, learning problems, and the role of peer acceptance in it from the perspective of situational development. By using the development cascade model, this paper discusses the development path of each variable and the mechanism of its mutual influence with the passage of time. A three-year follow-up survey was carried out in two primary schools and two middle schools in Chongming District of Shanghai, China. A total of 1027 students were enrolled in the study. In this study, peer nomination, self-report and others' report were used to investigate the variables. The results showed that: (1) there were significant gender differences in self-regulation ability, and the level of self-regulation ability of girls was higher than that of boys, (2) there was significant gender difference in peer acceptance, and the peer acceptance level of girls was higher than that of boys; (3) there is a significant gender difference in externalization problem behavior, the externalization problem behavior of boys is higher than that of girls, (4) there is a significant gender difference in internalization problem, and the internalization problem of girls is higher than that of boys; (5) there were significant gender differences in learning problems, male students had higher learning problems than girls, (6) T _ 1 self-regulation could negatively predict the externalization of T _ 3 through the mediating effect of T _ 2 peer acceptance. (7) T _ 1 self-regulation can negatively predict the learning problems of T _ 3 through the mediating effect of T _ 2 peer acceptance. In conclusion, it is found that self-regulation can predict externalized problem behaviors and learning problems through peer acceptance, but it is not possible to predict the subsequent internalization problems.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1

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