考察学龄前儿童努力控制的维度及其与学业和社会情绪指标的关系。
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
机构信息
Department of Psychology, Florida State University, Tallahassee, FL 32306-4301, USA.
出版信息
Dev Psychol. 2011 Jul;47(4):905-15. doi: 10.1037/a0023748.
Abstract
Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot (affectively salient) and cool (affectively neutral) dimensions or by a single factor. Analyses revealed that EC is best described by a single factor, even when variance associated with children's language skills was removed. This EC factor was strongly related to measures of academic performance and significantly less related to measures of socioemotional development.
摘要
努力控制（EC）是一个重要的发展结构，与社会情感成长、学业表现和精神病理学有关。EC 被定义为执行目标导向行为的能力，以抑制或延迟优势反应，转而支持次要反应。现有研究表明，EC 可能是多维的。对 234 名学龄前儿童的样本进行验证性因素分析，以确定旨在衡量 EC 的任务是否最好通过热（情感突出）和冷（情感中立）维度来描述，或者是否最好通过单个因素来描述。分析表明，即使去除了与儿童语言技能相关的方差，EC 也最好通过单个因素来描述。这个 EC 因素与学业表现的衡量指标密切相关，与社会情感发展的衡量指标的相关性则明显较低。
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