Klaver Jacqueline M, Palo Amanda D, DiLalla Lisabeth F
a Southern Illinois University.
J Genet Psychol. 2014 Sep-Dec;175(5-6):363-81. doi: 10.1080/00221325.2014.932269.
The authors examined problem behaviors in preschool children as a function of perceived competence. Prior research has demonstrated a link between inaccuracy of self-perceptions and teacher-reported externalizing behaviors in preschool aged boys. This study extended past research by adding data collected from observed behaviors in a laboratory setting, as well as parent reports of internalizing and externalizing behaviors. Five-year-old children completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) in the lab, participated in a 10-min puzzle interaction task with their cotwin and mother, and completed a short task assessing cognitive abilities. Children were grouped into 3 self-esteem categories (unrealistically low, realistic, and unrealistically high) based on comparisons of self-reported (PSPCSA) versus actual competencies for maternal acceptance, peer acceptance, and cognitive competence. Results showed that children who overreported their maternal acceptance and peer acceptance had significantly more parent-reported externalizing problems as well as internalizing problems. There were no significant differences in accuracy for cognitive competence. The findings from this study underscore the negative impact of unrealistically high self-appraisal on problem behaviors in young children.
作者研究了学前儿童的问题行为与感知能力之间的关系。先前的研究表明，学前年龄男孩的自我认知不准确与教师报告的外化行为之间存在联系。本研究通过增加从实验室环境中观察到的行为数据，以及内化和外化行为的家长报告，扩展了以往的研究。五岁儿童在实验室中完成了《幼儿感知能力与社会接受度图片量表》（PSPCSA），与他们的双胞胎兄弟姐妹和母亲参与了一项10分钟的拼图互动任务，并完成了一项评估认知能力的简短任务。根据自我报告（PSPCSA）与实际能力在母亲接受度、同伴接受度和认知能力方面的比较，将儿童分为3个自尊类别（不切实际的低自尊、现实自尊和不切实际的高自尊）。结果显示，高估自己母亲接受度和同伴接受度的儿童，家长报告的外化问题以及内化问题显著更多。在认知能力的准确性方面没有显著差异。本研究的结果强调了不切实际的高自我评价对幼儿问题行为的负面影响。
