淺談幼兒攻擊行為與自我調控能力的關系論文
摘 要
攻擊行為又被稱為侵犯性行為，其發(fā)展與控制是發(fā)展心理學最重要的研究領域之一。幼兒攻擊性行為的發(fā)展狀況會影響幼兒人格、品德的發(fā)展，并且伴隨著全球范圍內攻擊與暴力問題日趨嚴重，相關研究因其重要意義而更受到研究者和社會的重視，也取得了一系列重要的進展。
關于幼兒攻擊性行為的影響因素，已有研究揭示了幼兒攻擊性行為的發(fā)生發(fā)展與其生理、認知、情緒情感和社會環(huán)境等內在和外在的因素相關。許多研究也表明，自我控制能力和情緒調節(jié)能力作為幼兒認知和情緒發(fā)展的重要表現，與幼兒攻擊性行為間有相關關系。而實際上，攻擊性行為是一種復雜的行為，不會僅受單一因素的影響。并且，情緒調節(jié)策略是情緒調節(jié)能力的重要指標，幼兒對情緒調節(jié)策略的選擇和應用，與幼兒自我控制這種心理活動是緊密相關的，進而影響幼兒的行為表現，因此，幼兒攻擊性行為、自我控制能力和情緒調節(jié)策略之間應當存在著復雜的關系。
本研究采用同伴提名、問卷調查等研究方法探討了 3-5 歲幼兒攻擊性行為的發(fā)展特點及其與自我控制能力和情緒調節(jié)策略間的關系。具體研究的問題包括：幼兒攻擊性行為的一般發(fā)展特點及幼兒攻擊性行為、自我控制能力和情緒調節(jié)策略間的關系。
采用整群抽樣的方法，從濟南市三所幼兒園選取 236 名幼兒為研究被試，采用同伴提名法考察幼兒攻擊性行為，采用問卷調查法評定幼兒的`自我控制能力和情緒調節(jié)策略的運用。
研究獲得以下結論：
第一，3-5 歲幼兒攻擊性行為具有顯著的性別差異和年齡差異：男孩的身體攻擊、言語攻擊、財物攻擊多于女孩；4 歲組幼兒的身體攻擊和財物攻擊多于 3 歲組和 5 歲組，且5 歲組攻擊性行為最少；但言語攻擊和關系攻擊無年齡差異。
第二，相關分析表明，幼兒身體攻擊和財物攻擊分別與自制力、自覺性、堅持性和自我延遲滿足間呈顯著負相關，言語攻擊與除自我延遲滿足外的三個維度負相關顯著，關系攻擊與自制力間負相關顯著，與其他維度無相關；回歸分析表明，自制力、自覺性和堅持性能夠顯著負向預測身體攻擊和財物攻擊；自制力和自我延遲滿足對言語攻擊有負向預測作用。
第三，相關分析得出，幼兒發(fā)泄策略的使用與身體攻擊、言語攻擊、財物攻擊和關系攻擊之間均呈顯著正相關，身體攻擊和言語攻擊與問題解決策略的運用正相關顯著，關系攻擊和言語攻擊與自我安慰策略的運用也呈顯著正相關；回歸分析表明，發(fā)泄策略的運用能夠顯著地正向預測幼兒的身體攻擊、財物攻擊、財物攻擊和關系攻擊的發(fā)生。
第四，發(fā)泄策略在自制力、自覺性、堅持性、自我延遲滿足與身體攻擊間起部分中介作用，發(fā)泄策略在自覺性、堅持性、自我延遲滿足與言語攻擊、財物攻擊間分別起部分中介和完全中介作用，發(fā)泄策略在自覺性、堅持性與關系攻擊間起部分中介作用。
關鍵詞：攻擊行為；自我控制能力；情緒調節(jié)策略。
Abstract:Aggressive behaviors' development and control is one of the most important research fieldsof developmental psychology. The development of children's aggressive behaviors can affecttheir personality, moral character, and the attack and violence is becoming an increasinglyserious problem worldwidely, so the researchers and society attaches great importance to therelated reseaches for their important significance, and a series of important progress has beenmade.
On the factors of children aggressive behavior, Existing researches have revealed theoccurrence and development of young children's aggressive behaviors are related to their innerfactors like physiological, cognitive, emotional feelings and outer factors such as socialenvironment. Many studies have shown that as an important performance of children's cognitiveand emotional development , self-control abilities and emotion regulation abilities are associatedwith children's aggressive behaviors. In fact, aggressive behavior is a kind of complex behavior,and is not only influenced by single factors. Moreover, emotional regulation strategy is animportant index of emotion regulation ability, the selections and applications of emotionregulation strategies are closely related to children's self-control which is one kind ofpsychological activities. Therefore, a complicated relationship should be existed amongchildren's aggressive behaviors, self control abilities and emotion regulation strategies.
In this study, we adopted peer nomination and questionnaire survey methods to explore thedevelopment characteristics of 3-5 years old children' aggressive behavior and the relationshipamong children's aggressive behaviors, self-control abilities and emotion regulation strategies,either, these are the specific research questions of this study.
236 participants from three kindergartens in jinan had been selected, peer nominationmethod is used to investigate young children aggressive behavior, Their parents and teachershave been asked to evaluate the children's self-control abilities and emotion regulation strategies.
The main findings of the study were as follows:
1. There were remarkable gender and age differences in 3-5 years old children aggressivebehavior, Boys showed higher level of physical aggression, verbal aggression, propertyaggression than girls;4 years old group showed higher level of physical aggression and propertyaggression than 3 years old and 5 years old group,moreover,5 years old group showed the lowest level; there were no age and gender differences in children's verbal aggression and relationalaggression.
2. Correlation analysis showed that remarkable negative correlation was existed betweenphysical ,property aggression and continence, consciousness, persistence, self-delay ofgratification; In addition to the self-delayed gratification ,other dimensions were negativelyrelated to verbal aggression; relational aggression only were related to continence; Regressionanalysis showed that continence, consciousness, persistence can negatively predict physicalaggression and property aggression; continence and self-delay of gratification can negativelypredict verbal aggression.
3. Correlation analysis showed that remarkable positive correlation was existed betweenthe use of Vent strategy and physical aggression, verbal aggression, property aggression,relational aggression; physical aggression and verbal aggression were positively correlated toProblem solving strategy; the same relationship between relational aggression , verbal aggressionand Self comfort strategy; Regression analysis showed that the use of Vent strategy canpositively predict all kinds of aggressions.
4. Vent strategy worked as the partial intermediary variable between continence,consciousness, persistence, self-delay of gratification and physical aggression; Vent strategyworked as the partial and complete intermediary variable respectively between consciousness,persistence, self-delay of gratification and verbal aggression and property aggression; Ventstrategy worked as the partial intermediary variable between consciousness, persistence andrelational aggression;Key Words: aggressive behavior; self-control abilities; emotion regulation atrategies.
目 錄摘 要
Abstract
第一部分 文獻綜述與問題提出
1 幼兒攻擊行為的概述
1.1 攻擊行為的概念
1.2 幼兒攻擊行為的表現形式
1.3 幼兒攻擊行為的發(fā)展特點
1.4 幼兒攻擊行為的影響因素
2 幼兒攻擊行為與自我控制能力、情緒調節(jié)策略的關系
2.1 幼兒攻擊行為與自我控制能力的關系研究
2.2 幼兒攻擊行為與情緒調節(jié)策略的關系研究
2.3 幼兒攻擊行為與自我控制能力、情緒調節(jié)策略的交互作用
3 問題提出
3.1 已有研究存在的問題
3.2 本研究擬考察的問題
3.3 研究的意義
第二部分 實證研究
1 研究目的與研究假設
1.1 研究目的
1.2 研究假設
2 研究設計
2.1 被試
2.2 研究變量與測量工具
2.3 研究程序
2.4 數據管理與分析
3 研究結果
3.1 幼兒攻擊行為的一般特點
3.2 幼兒攻擊行為與自我控制能力的關系
3.3 幼兒攻擊行為與情緒調節(jié)策略的關系
3.4 幼兒自我控制能力與情緒調節(jié)策略的關系
3.5 自我控制能力在情緒調節(jié)策略與幼兒攻擊行為間的中介作用
4 結果與討論
4.1 3-5 歲幼兒攻擊行為的一般特點
4.2 幼兒自我控制能力與攻擊行為的關系分析
4.3 情緒調節(jié)策略與幼兒攻擊行為的關系分析
4.4 自我控制能力的中介作用分析
5 研究結論
6 本研究存在的不足及未來研究方向
第三部分 教育建議
注 釋
參考文獻
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