儿童气质发展及其对学校教育实践的作用

近年来儿童的气质和个体差异的研究引起学者们的广泛关注,并取得了一定的成果。文章从美国心理学家罗斯巴特等人的气质研究出发,介绍了气质的划分及气质中与自我调节联系最紧密的努力控制的研究,并根据目前研究的现状,提出气质理论对学校教育的意义和应用价值。     

努力控制、母亲教养方式对3岁儿童外显问题行为的影响研究

该研究选取30名3岁儿童作为研究对象,采用情境观察的方法检测儿童努力控制和母亲教养方式的水平,采用问卷法检测儿童外显问题行为水平,并使用方差分析和回归分析的方法对儿童努力控制、母亲教养方式与儿童外显问题行为之间的关系进行探讨。结果表明:(1)儿童的努力控制和外显问题行为呈显著负相关;(2)教养方式中的消极控制和儿童的外显问题行为呈显著正相关;教养方式中的积极控制和儿童的活跃过度问题行为呈显著负相关;(3)努力控制和家庭教养方式中的积极控制交互作用影响儿童外显问题行为———对于高努力控制水平的儿童,家长干涉过多反而会增加儿童发展出外显问题行为的可能性。     

气质与儿童社会化研究评介

气质是个性结构中受遗传影响较大的一个因素 ,在个体心理发展早期阶段就已有明显的表现 ,对儿童个性形成和社会化具有重要作用。最新研究表明 ,气质与儿童的社会认知、利他行为、性别角色、道德品质的发展均有密切关系。气质是儿童社会化发展的最初基础 ,影响儿童社会化程度 ,而社会化的发展也对气质产生一定的影响     

儿童气质活动性与父母教养因素相互作用研究的新进展

气质活动性是影响儿童心理行为发展的重要因素,探讨儿童气质活动性和父母教养因素的相互作用已经成为气质心理学研究的热点问题。本文集中介绍了国内外关于儿童气质活动性及其与父母教养因素相互作用研究的新进展,并对未来的研究工作作了展望。     

儿童气质与社会化发展

社会化贯穿于个体毕生的发展,在生命初期儿童的社会化过程尤为重要。气质是儿童早期心理行为发展的重要影响因素之一,对儿童社会化发展具有一定的预测和影响。文章通过对气质与依恋、良心、同情心和延迟满足的相关研究进行分析,从儿童自我调节能力、社会生活能力、行为能力、焦虑等不同角度探讨气质对儿童社会化发展的影响。     

儿童气质的发展认知神经科学研究进展及其启示

气质是个体出生之后就具有的一种明显而稳定的人格特征,对儿童未来的社会化、个性化发展具有重要影响。应用神经解剖、电生理、脑成像、神经生化与基因分析等技术,儿童气质的生物学基础研究日新月异。除了生物学因素外,非生物学因素,如早期生活经验对儿童气质发展的影响,也日益引起研究者的关注。养育者与教育者应理解并尊重不同气质类型的儿童,根据儿童不同的气质类型,为他们提供适宜的教育,把握儿童气质发展的关键期,整合基因、脑、个体经验及社会文化等因素,用关爱促进儿童气质的良性发展,同时重视艺术教育对儿童气质发展的调节作用。     

4～7岁儿童冷、热执行功能的发展及其与气质、家庭环境的关系

本研究采用实验法与问卷法,考察154名4～7岁儿童冷、热执行功能的发展情况及其与气质和家庭环境的关系,结果表明:儿童冷、热执行功能的发展存在显著的年龄差异,整体发展趋势是随着年龄的增长而逐渐增强;5岁是儿童冷、热执行功能发展的敏感期;儿童冷、热执行功能无显著的性别差异;儿童冷、热执行功能与气质、家庭环境之间存在着密切的关系;儿童的年龄、气质的专注性和家庭环境的成功性能够显著预测儿童冷执行功能的发展,儿童的年龄、气质的专注性和情绪性、家庭环境的成功性和矛盾性能够显著预测儿童热执行功能的发展.     

听力障碍儿童气质特点及其对母亲教养方式的影响

以往研究多侧重于父母教养方式对儿童心理发展的影响,而现代心理学研究发现儿童自身特点直接影响到父母教养方式。本研究采用问卷法探索听力障碍儿童的气质特点及对母亲教养方式的影响,结果表明:听力障碍儿童的气质与正常儿童的气质在专注性维度上差异显著;研究发现:影响听力障碍儿童母亲教养方式的气质的积极因素是高专注性、低活动性、低社会抑制性,影响听力障碍儿童母亲教养方式的气质的消极因素是低专注性、高活动性和高抑制性。研究对听力障碍儿童教育工作者及家长的教育具有重要的理论意义和实际应用价值。     

气质研究的新视角——行为抑制性研究

美国心理学家杰罗姆·凯根提出了气质的行为抑制—非抑制性类型说 ,激发了学者从儿童的行为抑制性的角度对气质进行深入研究。本文阐述了当前对行为抑制性的两种研究思路以及行为抑制性与儿童后期社会适应的关系问题。这些研究从不同层次水平上综合地描述和解释了行为抑制性的特点 ,使我们对气质有了更进一步的认识     

父母管教与儿童气质的形成

父母是儿童成长道路上最重要的角色,对儿童的行为和未来的发展有着不可替代的影响,而儿童气质是影响儿童行为的重要因素,也是儿童之间存在差异性的标志之一。众所周知,儿童气质的形成与父母的管教息息相关,这两者之间的关系值得我们深思。本文将就气质的基本概述、父母管教的分类、父母管教对儿童气质的影响以及儿童气质对父母管教的调节作用进行分析和探讨。     

Toward a Synthesis of Parental Socialization and Child Temperament in Early Development of Conscience

It is argued that, while research on conscience development has emphasized the contribution of parental socialization, the influence of children's temperament has been largely neglected. Two developmental processes that result in the formation of two respective components of conscience are proposed: (1) development of the tendency to experience affective discomfort, guilt, and anxiety associated with wrongdoing; and (2) development of behavioral control—the ability to inhibit a prohibited action, to suppress an antisocial or destructive impulse, and to perform a more prosocial/desirable behavior. Individual differences among children and qualities of parental socialization in relation to both processes are considered as they contribute to conscience development. Relevant evidence from neopsychoanalytic, attributional, social-learning, and temperament models is reviewed. New avenues of research that integrate socialization and temperament perspectives in a developmental framework are proposed. The importance of the study of early developmental periods is emphasized.     

Maternal accuracy in predicting toddlers' behaviors and associations with toddlers' fearful temperament

Past research provides associations between maternal parenting behaviors and characteristics such as depression and toddlers' fearful temperament. Less is known about how maternal cognitive characteristics and normal personality relate to fearful temperament. This study examined associations among the maternal cognitive characteristic of accuracy, maternal personality, toddler gender, context, and 24-month-old toddlers' fearful temperament. Mothers were more accurate in predicting their daughters' emotional reactions in fear-eliciting contexts. High maternal approach personality was related to increased maternal accuracy for boys. High maternal approach personality, in conjunction with lower accuracy, however, was associated with higher levels of toddlers' fearful temperament. Results suggest implications for the current understanding of toddlers' fearful temperament.     

高中生气质类型与物理学习成绩关系初探

为了解高中学生气质类型与物理学习成绩的关系,采用《青少年气质量表》,调查了高一年级和高二年级共计1104名学生。结果发现:高中生的物理学习成绩与气质类型无显著相关,亦即不同气质类型学生的物理学习成绩的差异是不显著的。本研究未能证实存在有利于物理学习的气质类型。     

云南省9—16岁中、小学生气质类型调查研究

本研究采用《中小学生气质量表》对云南省9-16岁中、小学生气质类型的分布状况。以及气质特征的年龄发展趋势进行了调查分析。结果表明，云南省9—16岁中小学生气质类型的分布在性别上存在差异，而存城乡间不存在差异。男女生存两种气质特征上存在差异，城乡学生在一种气质特征上存在差异，9-16岁中小学生的气质发展已进入稳定阶段。本还在讨论部分对教师了解学生的气质特征，对于教育的意义进行了讨论。     

Understanding Parenting Stress Among Young, Low-income, African-American, First-Time Mothers

The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed.     

关于"气质"概念的心理学涵义和现实涵义的比较分析

气质是一个在心理学和现实生活中被广泛应用的概念,但在专门的学术研究和现实生活中,它的涵义却有很大的差别.分析了气质在两种不同环境中的涵义,以及两种涵义之间的关系,最后论述了如何科学理性的对待两者.     

Development and validation of the Preschool Temperament Classification System for use with teachers

The purpose of the current study is to describe the development and validation of a new measure of temperament, the Preschool Temperament Classification System (PTCS). The PTCS was developed as a typological measure that identifies children's temperament styles as undercontrolled, resilient, or overcontrolled. The PTCS is a time efficient structured interview assessing children's temperament as it is observed in the classroom environment. During the 20 min interview, teachers classify all of the children in their class into one of the three temperament styles, rank order children within each temperament group, and assign an intensity rating to each child, indicating how well the child matches his/her assigned temperament group. Data were collected on 196 preschool-age children from 25 Head Start classrooms in an urban area. Teachers assessed children's temperament and peer play behaviors, and trained research assistants assessed children's school readiness. The PTCS classified children into temperament groups that showed expected relations to peer play competence and school readiness after controlling for age and gender, indicating good validity. Test–retest reliability was moderate to high. Overall the PTCS shows promise as a valid and reliable teacher measure of preschool children's temperament.     

Temperament in the school context: a historical review

The majority of studies on temperament in the educational context originate from the Anglo-Saxon culture, where there has been an increase in research in this field over the last four decades. The objective of this paper is to contribute towards systematizing of relevant findings that have been carried out in the educational context from the field of temperament over the last decades. This is a theoretical paper, where we present relevant findings obtained in the relationship between temperament and school performance, in both academic (academic skills and performance) and social areas (social–educational adjustment in the classroom). The contribution of temperament to the school performance is important, although differences can be seen in relation to the age of the children and the contents of the curriculum. In general terms, the dimensions of temperament that have more direct relationships with the academic outcomes are adaptability and attention persistence. Also worth noting is the role of negative emotionality which has a negative relationship with children’s performance. Its incidence is much greater, however, when accompanied by low abilities of self-regulation, given the important direct effect that effortful control has on both academic achievement and school social adjustment, even when this is evaluated by different informants. We must highlight the increasing evidence of the relationships that exist between the different components of self-regulation (attentional control, inhibitory control, activation control) and negative emotionality (fear, anger) when explaining behavioural problems in the classroom.     

Revealing the relation between temperament and behavior problem symptoms by eliminating measurement confounding: expert ratings and factor analyses

This study examined the hypothesis that item overlap, or measurement confounding, accounts for the correlation between temperament and behavior problem symptoms in children. First, a conceptual approach was taken in which 41 experts rated temperament (Children's Behavior Questionnaire, CBQ) and behavior problem symptom items (Preschool Behavior Questionnaire, PBQ) for their fit to both constructs. With this approach, 10% of temperament and 38% of symptom items were confounded. Second, an empirical approach was taken and CBQ and PBQ items were factor analyzed with data from a multi-informant longitudinal study of 451 children. Using this method, 9% of temperament and 23% of symptom items were confounded. Most importantly, removing the confounded items from the CBQ and PBQ scales did not affect the relation between temperament and symptoms, suggesting that the associations were not due to measurement confounding. In addition, the predictive power of earlier temperament for DSM-IV symptoms (Health and Behavior Questionnaire) remained high with the purified CBQ scale. The findings of this study contribute to the understanding of the relation between normal-range temperament and extreme behavior.