Department of Psychology, University of Western Ontario, London, ON, Canada N6A 5C2.
Child Dev. 2009 Nov-Dec;80(6):1692-704. doi: 10.1111/j.1467-8624.2009.01362.x.
This study examined relations between early behavioral inhibition and social and school outcomes in Chinese children (N = 200). Data on behavioral inhibition were collected from a sample of 2-year-olds in China. Follow-up data on social behaviors, peer relationships, and school performance were collected from multiple sources at 7 years of age. Behavioral inhibition was found to be positively associated with later cooperative behavior, peer liking, perceived social integration, positive school attitudes, and school competence, and negatively associated with later learning problems. Highly inhibited toddlers were generally better adjusted than others in social and school areas in middle childhood. The results indicate the distinct functional meaning of behavioral inhibition in Chinese children from a developmental perspective.
本研究考察了中国儿童（N=200）早期行为抑制与社会和学校成果之间的关系。行为抑制数据来自中国 2 岁儿童样本。7 岁时，从多个来源收集了有关社交行为、同伴关系和学业成绩的随访数据。研究发现，行为抑制与后来的合作行为、同伴喜爱、感知的社会融合、积极的学校态度和学业能力呈正相关，与后来的学习问题呈负相关。高度抑制的幼儿在儿童中期的社会和学校领域通常比其他人适应得更好。结果表明，从发展的角度来看，行为抑制在中国儿童中具有独特的功能意义。
