ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

心理学报 ›› 2007, Vol. 39 ›› Issue (04): 668-678.

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儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力预期的追踪

杨丽珠;王江洋   

  1. 辽宁师范大学教育学院心理学系,大连 116029
  • 收稿日期:2006-07-23 修回日期:1900-01-01 发布日期:2007-07-30 出版日期:2007-07-30
  • 通讯作者: 杨丽珠

A Follow-up Study of Self-imposed Delay of Gratification at Age 4 as a Predictor of Children’s School-based Social Competences at Age 9

Yang Lizhu,Wang Jiangyang   

  1. Department of Psychology, School of Education, Liaoning Normal University, Dalian 116029, China
  • Received:2006-07-23 Revised:1900-01-01 Online:2007-07-30 Published:2007-07-30
  • Contact: Yang Lizhu

摘要: 采用追踪研究,用实验室实验和情境观察相结合的方法考察了54名儿童4岁时的自我延迟满足能力,5年后结合教师访谈与评定、同伴提名、儿童自评等方法综合评定这些儿童9岁时的学校社会交往能力,探讨儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力的预期作用。结果表明:儿童4岁时的自我延迟满足能力水平可以预期其9岁时的学校社会交往能力水平。4岁时自我延迟满足能力高的儿童在9岁时的学校社会交往能力总体发展也好,其遵守规则与执行任务能力、与教师交往能力、与同伴交往能力、社交情绪发展水平都显著高于那些在4岁时自我延迟满足能力低的儿童;反之则差

关键词: 儿童, 自我延迟满足, 学校社会交往能力, 预期

Abstract: Introduction Self-imposed delay of gratification refers to a type of choice orientation to forego immediate gratification for the sake of more valuable delayed outcomes, and to the ability of self-control shown during the waiting process. Previous follow-up studies on the long-term effects of self-imposed delay of gratification indicate that children who have longer delay at age of 4 or 5 years are more academically and socially competent and can cope with frustration and stress better than those who have shorter delay 10 or 20 years later. All these studies focused on the influences of early self-imposed delay of gratification on social coping ability or some problem behaviors in adolescence and adulthood. However,only a few studies have examined the impact of early self-imposed delay of gratification on school adjustment or school-based social competences in primary school children. Children’s cognitive ability and autonomy develop quickly from the middle period of primary school, especially from the age of 9 years, due to school environment. Their habits of self-control begin to form during this period. Self-imposed delay of gratification is the core component of self-control personality. Children’s self-imposed delay of gratification begins to show obvious individual difference from the age of 4 years. If the personality difference in self-control development remains stable from age 4 to age 9, self-imposed delay gratification at age 4 can theoretically continuously affect children’s development. The present follow-up study was designed to investigate whether the ability of self-imposed delay of gratification at age 4 can predict the school-based social competences at age 9 in the context of Chinese culture.
Method Fifty-four children of age 4 years were examined using the self-imposed delay of gratification task developed by Mischel in 1974. Five years later, school-based social competences of these 9-year-old children were measured by combining the following methods: structure interview and assessment conducted by teachers, peer feedback, and children’s self-report on social anxiety and loneliness. School-based social competences were determined by 4 components: the ability to obey rules and fulfill tasks, ability to socially function with teachers, ability to socially function with peers and social emotional competence. These children were classified into high-, medium- and low-level group based on their self-imposed delay of gratification at age 4 and the groups were tested by F tests for variance.
Results (1) An obvious difference was observed between high- and low-level groups. Furthermore, this difference between the 2 groups remained constant at age 9. (2) The higher the self-imposed delay of gratification at age 4, the better the children could obey rules and fulfill tasks in school at age 9. (3) The lower the self-imposed delay of gratification at age 4, the less capable was the children to socially function with teachers in school at age 9. (4) The lower the self-imposed delay of gratification at age 4, the less capable was the children to socially function with peers in school at age 9. (5) Children with low level of self-imposed delay of gratification at age 4 reported more social anxiety and loneliness in school at age 9.
Conclusions The results suggest that early self-imposed delay of gratification in children can predict future school adjustment. Children with high self-imposed delay of gratification at age 4 will show good development in the 4 different school-based social competences at age 9. In contrast,these competences may be poorly developed in children with low self-imposed delay of gratification at age 4

Key words: childrenself-imposed delay of gratification, school-based social competence, predictor

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