Fabes R A, Eisenberg N, Jones S, Smith M, Guthrie I, Poulin R, Shepard S, Friedman J
Department of Family Resources & Human Development, Arizona State University, Tempe 85287-2502, USA.
Child Dev. 1999 Mar-Apr;70(2):432-42. doi: 10.1111/1467-8624.00031.
In this study, the relations of regulatory control to the qualities of children's everyday peer interactions were examined. Effortful control (EC) and observations of peer interactions were obtained from 135 preschoolers (77 boys and 58 girls, mean ages = 50.88 and 50.52, respectively). The results generally confirmed the prediction that children who are high in EC were relatively unlikely to experience high levels of negative emotional arousal in response to peer interactions, but this relation held only for moderate to high intense interactions. Socially competent responding was less likely to be observed when the interaction was intense or when negative emotions were elicited. Moreover, when the interactions were of high intensity, highly regulated children were likely to evidence socially competent responses. The relation of EC and intensity to social competence was partially mediated by negative emotional arousal. The results support the conclusion that individual differences in regulation interact with situational factors in influencing young children's socially competent responding.
在本研究中，对调节控制与儿童日常同伴互动质量之间的关系进行了考察。从135名学龄前儿童（77名男孩和58名女孩，平均年龄分别为50.88岁和50.52岁）身上获取了努力控制（EC）和同伴互动观察数据。结果总体上证实了这样的预测：努力控制水平高的儿童相对不太可能在应对同伴互动时经历高水平的负面情绪唤醒，但这种关系仅适用于中度到高度激烈的互动。当互动激烈或引发负面情绪时，不太可能观察到具有社交能力的反应。此外，当互动强度较高时，高度受调节的儿童可能会表现出具有社交能力的反应。努力控制和互动强度与社交能力之间的关系部分由负面情绪唤醒介导。研究结果支持以下结论：调节方面的个体差异与情境因素相互作用，影响幼儿具有社交能力的反应。
