摘要
自我控制是个体对自身心理与行为的主动掌握,幼儿期自我控制的发展对于个体未来的发展有重要的影响,但目前关于自我控制的影响因素研究多集中于家庭和个体因素,而忽视了幼儿园内的环境和认知因素,特别是"教师期望"和"幼儿知觉到的教师期望"因素,故本研究以344名幼儿为被试,采用问卷法,探讨不同年龄群体教师期望如何通过幼儿知觉到的教师期望影响自我控制。结果表明,在3岁和4岁时,幼儿知觉到的教师期望不是教师期望对自我控制影响的中介变量。直到5岁时,幼儿知觉到的教师期望才是教师期望对自我控制影响的不完全中介变量,即到5岁时,幼儿对于教师的期望才具有相对正确的认知,教师对幼儿的期望才可以影响其自我控制的发展。
Self-control, which helps individuals control their own mind and behavior, has an important effect on preschoolers＇ future development. But the current research into the factors influencing preschoolers＇ self-control mostly focuses on the factors related to families and preschoolers, ignoring the environmental and cognitive factors within kindergartens, especially teachers＇ expectations, and teachers＇ expectations perceived by preschoolers. This study, by testing 344 children with a questionnaire, aims to explore how the expectations from teachers in different age groups affect preschoolers＇ self-control through teachers＇ expectations perceived by preschoolers. The results show the following： The teachers＇ expectations perceived by the preschoolers aged 3-4 fail to be a mediator between the preschoolers＇ self-control and the teachers＇ expectations, whereas the teachers＇ expectations perceived by the preschoolers aged 5 are an incomplete mediator between the preschoolers＇ self-control and the teachers＇ expectations; and the preschoolers aged 5 start to have a correct cognition of teachers＇ expectations, which commence to affect preschoolers＇ self-contrel.
出处
《中国特殊教育》
CSSCI
北大核心
2016年第2期80-85,96,共7页
Chinese Journal of Special Education
基金
国家社科基金重点项目"我国儿童青少年人格发展及其培养研究"(项目号:11AZD089)
黑龙江省普通高校青年骨干教师支持计划"多因素综合影响幼儿人格发展"(项目号:1253G038)的资助
关键词
自我控制
教师期望
知觉到的教师期望
幼儿
中介变量
self-control teachers＇ expectations teachers＇ expectations perceived young children mediating variable
