中国12～36月龄幼儿情绪社会性发展影响因素研究
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摘要
研究目的
以幼儿气质、行为发展特点及家庭教养方式为基础,利用生态系统观研究影响中国12～36月龄幼儿情绪社会性发展的因素,为促进中国幼儿情绪社会性健康发展提供科学依据。
研究方法
采用整群抽样的方法,依据中国行政区域划分及人口比例数,抽取中国六大行政区,14个大、中城市5,784名12～36月龄幼儿作为研究对象。采用已标化的“中国12～36月龄幼儿情绪社会性发展评估量表”,对中国幼儿情绪社会性发展进行评估,利用“中国1～3岁儿童气质问卷”(CTTS)、“2～3岁儿童行为量表”(CBCL)和自拟的幼儿家庭人口学及家庭教养方式问卷,评定幼儿气质、行为及幼儿家庭人口学一般情况,然后运用Logistic回归及因果模型结构方程,进行影响因素的系统分析。最后从生物遗传学及环境角度进行中国幼儿情绪社会性发展影响因素的综合分析研究。
研究结果
1.两分类logistic回归分析发现,影响中国幼儿情绪社会性外显问题的生物遗传及环境因素有年龄、性别、活动水平、趋避性及适应性,母亲文化程度、拒绝及惩罚的家庭教养方式;影响内隐问题的遗传及环境因素有年龄、活动水平、趋避性、情绪本质及拒绝、关注与保护、控制施压的家庭教养方式;影响失调问题的遗传及环境因素有节律性、反应强度、情绪本质及惩罚的教养方式;影响能力问题的遗传及环境因素有性别、趋避性、坚持性、反应阈、家庭收入、接纳、拒绝及低压诱导的家庭教养方式。
2.通过拟合生态系统理论模型及得到的因果模型结构方程揭示:遗传与环境因素均对幼儿情绪社会性发展起作用。在遗传及环境的影响因素中,幼儿性别、母亲文化程度、家庭收入、行为及气质、家庭教养等,分别对幼儿情绪社会性发展各个域起着不同程度的直接影响。而幼儿情绪本质、趋避性、抑郁、睡眠问题、躯体诉述及攻击行为通过行为表现对其情绪社会性的发展起着间接性的作用。
研究结论
1.幼儿情绪社会性评估量表在中国的修订及标化,为筛查幼儿情绪社会性发展问题提供了科学的量化工具。
2.基于修订的幼儿情绪社会性评估量表,在中国首次进行12～36月龄幼儿情绪社会性发展影响因素的研究,为幼儿情绪社会性在发展关键期进行调控提供了科学依据。
3.根据幼儿的气质遗传特征,不断更新父母的养育理念,充分利用合理的家庭教养等各种环境资源,进行正确引导,可促进幼儿情绪社会性健康的发展。
研究创新
本研究的创新点是首次引用在国内标化的“中国12～36月幼儿情绪社会性评估量表”,评估幼儿情绪社会性在发展关键期的问题,并应用生态系统理论进行幼儿情绪社会性发展影响因素全面、系统的实证性研究。
此影响因素的研究,为利用有利影响因素,克服不利影响因素对幼儿情绪社会性进行调控,奠定了可操作的基础。
Objective
Based on the characteristics of temperament, behavior and the parenting style and used the system ecosystem theorise to study on the factors affecting the social-emotional development of toddlers at the age of 12 to 36 month , so as to get science basis for promoting toddlers’healthy social-emotional development in China.
Methods
First,the number of 5,784 toddlers aged 12 to 36 months were involved by random cluster sampling as study objects which were chose from the number of the 14 large and medium-sized cities in the number of 6 administrative region in China. Then, after the chose toddlers were learned in their families’background by the questionnaire of demographic which established by ourselves, studied their characteristics of temperament by CTTS, behavior by CBCL and their parenting style by the questionnaire of parenting style, the main affecting factors on their social-emotional development were analysed by using the method of the binary logistic regression and the structural equation model. Last, the affecting factors of social-emotional development were comprehensive studied by genetic and environmental point of view based on the result of the statistics.
Results
(1) Through the results of the binary logistic regression, the affecting factors of the heredity and environment on externalizing incidence of social-emotional development of Chinese toddlers were foud at first, which included their age, gender, activity levels, apporoach and withdrawal, adaptability, mother’s education level and refused , punishment of the parenting style. Second, taddlers’activity level, apporoach and withdrawal, quality of mood, the parenting style of the overly concerned with the protection and control, refused and pressure were foud as the affecting factors on the internalizing incidence. Third, the results also revealed that the toddlers’rhythmicity, intensity of reaction, quality of mood and the parenting style of punishment were always lead to the incidence of the deregulation incidence of social-emotional development. In the end, the binary logistic result told us that toddlers’gender, age, apporoach and withdrawal, persistence, threshold of responsiveness, the parenting of refused, encourage independence and explore and low-voltage-induced all can lead to the incidence of the competence.
(2) The degree of effect caused by genetic and environmental factors on the toddlers’social - emotional development were revealed by the structural equation model. The analytic results suggested that toddlers’social-emotional development were affected by genetic and environmental factors. In these affecting factors, toddlers’gender, behavior and temperament, mothers’education, family income and parenting style were all play the different degree of direct effect on toddlers’social-emotional development. Otherwise, the quality of mood, depression, apporoach and withdrawal, sleeps problems, somatic problems and aggressive always played indirect roles with toddlers’social-emotional development through the behavior expression.
Conclusions
(1) The revision of toddlers’social-emotional assessment scale in China has provided the science quantification tool for screening toddlers’social-emotional development problems.
(2) The study of the affecting factors on toddlers’social-emotional development based on the revision of toddlers’social-emotional assessment scale in China provides the scientific basis for regulation and control toddlers’social-emotional development in the critical period.
(3) According to the temperament characteristics of toddlers, it is obvirously that the toddlers’healthy social-emotional development can be promoted by continuously renewing the parenting principle, well makeing use of a family reasonable resource and carrying on an exactitude leading.
Innovation
This study was not only the first time to assess the toddlers’social-emotional incidence in the critical period of their development by using the“Social-Emotional Assessment Scale of Chinese toddler at age of 12~36months”, but also application of the ecosystems theories to explore the affecting factors of social-emotional development comprehensively based on this revised scale. Otherwise, this study was laying a workable basis for using of favorable affecting factors and overcoming the adverse of it to regulate and control toddlers’healthy social -emotional development.
以幼儿气质、行为发展特点及家庭教养方式为基础,利用生态系统观研究影响中国12～36月龄幼儿情绪社会性发展的因素,为促进中国幼儿情绪社会性健康发展提供科学依据。
研究方法
采用整群抽样的方法,依据中国行政区域划分及人口比例数,抽取中国六大行政区,14个大、中城市5,784名12～36月龄幼儿作为研究对象。采用已标化的“中国12～36月龄幼儿情绪社会性发展评估量表”,对中国幼儿情绪社会性发展进行评估,利用“中国1～3岁儿童气质问卷”(CTTS)、“2～3岁儿童行为量表”(CBCL)和自拟的幼儿家庭人口学及家庭教养方式问卷,评定幼儿气质、行为及幼儿家庭人口学一般情况,然后运用Logistic回归及因果模型结构方程,进行影响因素的系统分析。最后从生物遗传学及环境角度进行中国幼儿情绪社会性发展影响因素的综合分析研究。
研究结果
1.两分类logistic回归分析发现,影响中国幼儿情绪社会性外显问题的生物遗传及环境因素有年龄、性别、活动水平、趋避性及适应性,母亲文化程度、拒绝及惩罚的家庭教养方式;影响内隐问题的遗传及环境因素有年龄、活动水平、趋避性、情绪本质及拒绝、关注与保护、控制施压的家庭教养方式;影响失调问题的遗传及环境因素有节律性、反应强度、情绪本质及惩罚的教养方式;影响能力问题的遗传及环境因素有性别、趋避性、坚持性、反应阈、家庭收入、接纳、拒绝及低压诱导的家庭教养方式。
2.通过拟合生态系统理论模型及得到的因果模型结构方程揭示:遗传与环境因素均对幼儿情绪社会性发展起作用。在遗传及环境的影响因素中,幼儿性别、母亲文化程度、家庭收入、行为及气质、家庭教养等,分别对幼儿情绪社会性发展各个域起着不同程度的直接影响。而幼儿情绪本质、趋避性、抑郁、睡眠问题、躯体诉述及攻击行为通过行为表现对其情绪社会性的发展起着间接性的作用。
研究结论
1.幼儿情绪社会性评估量表在中国的修订及标化,为筛查幼儿情绪社会性发展问题提供了科学的量化工具。
2.基于修订的幼儿情绪社会性评估量表,在中国首次进行12～36月龄幼儿情绪社会性发展影响因素的研究,为幼儿情绪社会性在发展关键期进行调控提供了科学依据。
3.根据幼儿的气质遗传特征,不断更新父母的养育理念,充分利用合理的家庭教养等各种环境资源,进行正确引导,可促进幼儿情绪社会性健康的发展。
研究创新
本研究的创新点是首次引用在国内标化的“中国12～36月幼儿情绪社会性评估量表”,评估幼儿情绪社会性在发展关键期的问题,并应用生态系统理论进行幼儿情绪社会性发展影响因素全面、系统的实证性研究。
此影响因素的研究,为利用有利影响因素,克服不利影响因素对幼儿情绪社会性进行调控,奠定了可操作的基础。
Objective
Based on the characteristics of temperament, behavior and the parenting style and used the system ecosystem theorise to study on the factors affecting the social-emotional development of toddlers at the age of 12 to 36 month , so as to get science basis for promoting toddlers’healthy social-emotional development in China.
Methods
First,the number of 5,784 toddlers aged 12 to 36 months were involved by random cluster sampling as study objects which were chose from the number of the 14 large and medium-sized cities in the number of 6 administrative region in China. Then, after the chose toddlers were learned in their families’background by the questionnaire of demographic which established by ourselves, studied their characteristics of temperament by CTTS, behavior by CBCL and their parenting style by the questionnaire of parenting style, the main affecting factors on their social-emotional development were analysed by using the method of the binary logistic regression and the structural equation model. Last, the affecting factors of social-emotional development were comprehensive studied by genetic and environmental point of view based on the result of the statistics.
Results
(1) Through the results of the binary logistic regression, the affecting factors of the heredity and environment on externalizing incidence of social-emotional development of Chinese toddlers were foud at first, which included their age, gender, activity levels, apporoach and withdrawal, adaptability, mother’s education level and refused , punishment of the parenting style. Second, taddlers’activity level, apporoach and withdrawal, quality of mood, the parenting style of the overly concerned with the protection and control, refused and pressure were foud as the affecting factors on the internalizing incidence. Third, the results also revealed that the toddlers’rhythmicity, intensity of reaction, quality of mood and the parenting style of punishment were always lead to the incidence of the deregulation incidence of social-emotional development. In the end, the binary logistic result told us that toddlers’gender, age, apporoach and withdrawal, persistence, threshold of responsiveness, the parenting of refused, encourage independence and explore and low-voltage-induced all can lead to the incidence of the competence.
(2) The degree of effect caused by genetic and environmental factors on the toddlers’social - emotional development were revealed by the structural equation model. The analytic results suggested that toddlers’social-emotional development were affected by genetic and environmental factors. In these affecting factors, toddlers’gender, behavior and temperament, mothers’education, family income and parenting style were all play the different degree of direct effect on toddlers’social-emotional development. Otherwise, the quality of mood, depression, apporoach and withdrawal, sleeps problems, somatic problems and aggressive always played indirect roles with toddlers’social-emotional development through the behavior expression.
Conclusions
(1) The revision of toddlers’social-emotional assessment scale in China has provided the science quantification tool for screening toddlers’social-emotional development problems.
(2) The study of the affecting factors on toddlers’social-emotional development based on the revision of toddlers’social-emotional assessment scale in China provides the scientific basis for regulation and control toddlers’social-emotional development in the critical period.
(3) According to the temperament characteristics of toddlers, it is obvirously that the toddlers’healthy social-emotional development can be promoted by continuously renewing the parenting principle, well makeing use of a family reasonable resource and carrying on an exactitude leading.
Innovation
This study was not only the first time to assess the toddlers’social-emotional incidence in the critical period of their development by using the“Social-Emotional Assessment Scale of Chinese toddler at age of 12~36months”, but also application of the ecosystems theories to explore the affecting factors of social-emotional development comprehensively based on this revised scale. Otherwise, this study was laying a workable basis for using of favorable affecting factors and overcoming the adverse of it to regulate and control toddlers’healthy social -emotional development.
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