3-7岁儿童行为自我调节的发展及其干预一基于头脚肩膝任务的研究
文献类型：学位论文
| 作者 | 韩航波 |
| 答辩日期 | 2022-12 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张兴利 |
| 关键词 | 儿童 行为自我调节 发展 干预 头脚肩膝 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The develobment of behavioral self-regulation in children aged 3-7 years and its intervention---Research based on Head——Toes-Knees-Shoulders task |
| 中文摘要 | Self-regulation is the ability of people to adjust their thoughts, feelings, and behaviors in order to achieve personal goals. Early childhood self-regulation has received significant attention as a key predictor of outcomes as diverse as obesity, school readiness, academic performance, and long-term health. Behavioral self-regulation is the behavioral aspect of self-regulation, which refers to the explicit and observable response of executive function skills in the form of children's grand movements. Understanding the development characteristics and related problems of children's early behavioral self-regulation ability is helpful to cultivate children's self-regulation ability, which is of great significance to promote children's behavioral development and social adaptation. In this study, the Head-Toes一Knees一Shoulders(HTKS) task was used to directly assess the children's behavioral self-regulation, the influences of schooling factors on children's behavioral self-regulation conducted for 3一6 years old children, were explored; A short intervention was also and its effect were evaluated. In the first study，399 children aged 3一7 years from kindergarten to the first grade of primary school were selected as subjects. HTKS and teacher questionnaire were both used to measure children's behavioral self-regulation. The age characteristics and gender differences in the development of behavioral self-regulation were investigated through cross-sectional and half-year longitudinal follow-up studies. And the influence of schooling factors on children's behavior self-regulation were investigated, too. From lateral view, children's behavioral self-regulation increased with age, and difference on age was significant. LSD showed that the growth of behavioral self-regulation was rapid in 3一6 years old, particularly at 3-4 years old, and then slowed down at 6-7 years old. The gender difference is significant, too. On average, girls' HTKS score is slightly higher than that of boys; From the longitudinal point of view, the children's HTKS scores have been significantly improved after half a year. Younger children and those with low initial scores had greater increases in behavioral self-regulation. By controlling for the education level of parents, there was a significant difference in behavioral self-regulation between the children from kindergarten and the first grade of primary school in the same 6-year-old group. The HTKS scores of the children from primary school in 6-year-old group were significantly higher than those from kindergarten. In the second study, 60 kindergarten children were selected as subjects, HTKS task was conducted to assess the children's behavior self-regulation before and after the intervention. The control group and the intervention group were set up, and the intervention group was given a 5-week classroom games intervention. The contents of the intervention included Traffic light game, Freeze game, Beat a drum game, Command a band game and Color matching Freeze game. The feasibility and effectiveness of the intervention on improving children's behavior self-regulation were investigated. The results showed that there was no significant difference between the scores of behavioral self-regulation before and after the control group, while the children in the intervention group significantly improved their behavioral self-regulation after the intervention. All subjects were sorted according to the age, the first 50% and the last 50% of subjects were divided into high group and low group, respectively. Children in the younger age group had more significant gains in HTKS task through classroom game intervention. In this study, the following conclusions were drawn: (1) Children's behavioral self-regulation shows an upward trend with the increase of age, and develops rapidly between 3 and 6 years old, especially at 3-4 years old, and the growth slows down at 6-7 years old. Significant gender differences are found, and girls' behavioral self-regulation ability is slightly higher than boys'. Children's behavioral self-regulation improved significantly over a six-month interval, with greater increases in behavioral self-regulation among younger children and those with low initial scores. Children of the same age in primary school have higher behavioral self-regulation than those in kindergarten. (2) Classroom games intervention in kindergarten can effectively improve children's behavioral self-regulation of children aged 3一6, and children in the younger age group benefit more from the intervention. Through the cross一sectional and longitudinal developmental study, the rapid development period of children's behavioral self-regulation was found. It was also found that the development of children's behavioral self-regulation was affected by the early basic level. The results of this study can lay a theoretical foundation for children's behavioral self-regulation intervention and provide theoretical guidance for family parenting practice and school curriculum. Parents and teachers need to pay more attentions to the focus of children's development at each age and provide necessary support to promote the development of children's behavioral self-regulation. |
| 英文摘要 | 自我调节是人们为了实现个人目标而调整自己的思想、情感和行为的能力。幼儿期自我调节作为肥胖、入学准备、学业成绩以及长期健康等多种结果的关键预测因子，受到了极大的关注。行为自我调节是自我调节的行为方面，指的是执行功能技能以儿童大动作的形式表现出来的显性、可观察的反应。了解儿童早期行为自我调节能力的发展特点及相关问题，有助于培养儿童的自我调节能力，对促进儿童行为发展和社会适应有着重要意义。 本研究采用头脚肩膝(Head-Toes-Knees-Shoulders, HTKS)任务评估儿童的行为自我调节及其与学校教育因素的关系;然后对3-6岁幼儿进行行为自我调节能力的干预及其效果评估。 研究一选取399名3-7岁从幼儿园到小学一年级儿童为被试，分别采用头脚肩膝任务测试及教师问卷法来测量儿童的行为自我调节，通过横断和半年的纵向追踪研究，考察其行为自我调节发展的年龄特点和性别差异，以及学校教育对儿童行为自我调节的影响。横断数据发现:儿童的行为自我调节均随年龄增长，年龄差异显著;通过多重比较检验，结果发现3-6岁儿童行为自我调节快速发展，3-4岁增长最为迅速，6-7岁增长放缓;不同性别儿童的行为自我调节能力发展水平差异显著，从平均分来看，女孩的头脚肩膝任务得分略高于男孩。间隔半年的时间纵向追踪结果发现:儿童的头脚肩膝得分有了显著的提高，低龄和初始得分低的儿童在半年间行为自我调节增长更多。通过对比同为6岁组分别上幼儿园和小学一年级的儿童，以及同为小学一年级但是不同年龄的儿童，发现在控制了父母受教育水平后，同为6岁组的来自幼儿园和小学一年级的儿童行为自我调节得分差异显著，6岁组上小学的儿童头脚肩膝得分显著高于6岁组上幼儿园的儿童，同为一年级的儿童虽然年龄不同但是未发现显著差异。 研究二选取60名幼儿园儿童为被试，采用头脚肩膝任务在干预前后测试儿童的行为自我调节，设置对照组和干预组，对干预组进行为期5周的课堂游戏活动干预。干预的内容包括红绿灯游戏、Freez。冻结游戏、拍鼓游戏、指挥乐队游戏和颜色配对Freez。冻结游戏，考察干预活动对提升儿童的行为自我调节的可行性和有效性。结果发现，相比对照组儿童，干预组儿童在干预后行为自我调节显著提升。按照年龄对所有被试进行排序，分别将前50%和后50%的被试分为高龄组和低龄组，低龄组的儿童通过课堂游戏干预活动头脚肩膝任务的增益更为显著。 本研究得出以下结论: (1)儿童行为自我调节能力随年龄的增长呈上升趋势，3-6岁是儿童行为自我调节发展的快速期，3-4岁增长最为迅速，6-7岁增长放缓;女孩的行为自我调节略高于男孩;间隔半年的时间，儿童的行为自我调节有了显著的提高，低龄和初始得分低的儿童行为自我调节增长更多;同龄儿童上小学比上幼儿园具有更高的行为自我调节能力。 (2)幼儿园课堂游戏干预活动可以有效提升3-6岁儿童的行为自我调节，低龄段的儿童在课堂游戏干预活动中受益更多。 本研究通过横断和纵向相结合的发展研究，发现了儿童行为自我调节发展的快速期，还发现儿童行为自我调节的发展受早期基础水平的影响。这为儿童的行为自我调节的干预奠定了理论基础，也为家庭养育实践和学校课程设置提供理论指导，父母和老师需要关注每个年龄阶段儿童发展的重点，为其提供必要的支持，以促进儿童行为自我调节的发展。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45115]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 韩航波. 3-7岁儿童行为自我调节的发展及其干预一基于头脚肩膝任务的研究[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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