Oades-Sese Geraldine V, Esquivel Giselle B
Graduate School of Education, Division of Psychological and Educational Services, Fordham University, New York, New York, USA.
Ann N Y Acad Sci. 2006 Dec;1094:335-9. doi: 10.1196/annals.1376.045.
This study combines cognitive (i.e., intelligence), psychosocial (i.e., inhibition, activity level, negative emotionality, emotion regulation, autonomy), and cultural-linguistic factors (i.e., level of acculturation and bilingualism) to determine patterns of resilience and vulnerability among 207 economically disadvantaged Hispanic American preschool children, from 50 early childhood classrooms, as gauged by their social competence during peer play. Person-oriented analysis yielded six distinct profiles, two profiles of which were resilient and one identified as vulnerable. Results of this study revealed within-group differences in resilience among these children and the significant role bilingualism and maintenance of the home language play in their social-emotional development.
本研究结合了认知因素（即智力）、心理社会因素（即抑制力、活动水平、消极情绪、情绪调节、自主性）和文化语言因素（即文化适应水平和双语能力），以确定207名来自50个幼儿教室的经济弱势西班牙裔美国学龄前儿童的恢复力和脆弱性模式，通过他们在同伴玩耍中的社交能力来衡量。以人为本的分析产生了六种不同的概况，其中两种概况显示具有恢复力，一种被确定为脆弱型。这项研究的结果揭示了这些儿童在恢复力方面的组内差异，以及双语能力和母语保持在他们社会情感发展中所起的重要作用。
