Mccabe Lisa A, Brooks-Gunn Jeanne
Columbia University.
Infant Ment Health J. 2007 Nov;28(6):584-605. doi: 10.1002/imhj.20155.
This study examined self-regulation in preschool children (mean age=51 months; 47% boys) using three situational assessments tapping delay of gratification and motor control. Assessments represented a novel adaptation for use with both individual (N=116) and groups (N=44) of four familiar peers in ecologically valid settings. Results suggest that preschoolers demonstrate an increasing ability to self-regulate with age, as well as some evidence for girls performing better than boys on the Gift Wrap situational assessment. Children were less able to demonstrate self-regulation in the peer group context as compared to individual assessments. Differences between age groups and gender were not significant when children were assessed with their peers. The influence of peers on self-regulation behavior is a complex relationship with no clear patterns identified in this research. Implications for future research and assessment efforts are discussed.
本研究通过三项情境评估来考察学龄前儿童（平均年龄 = 51 个月；47% 为男孩）的自我调节能力，这些评估涉及延迟满足和运动控制。这些评估是一种新颖的改编形式，适用于个体（N = 116）以及由四名熟悉的同龄人组成的小组（N = 44），且处于生态有效的环境中。结果表明，学龄前儿童的自我调节能力随年龄增长而增强，同时有证据显示，在“礼物包装”情境评估中女孩的表现优于男孩。与个体评估相比，儿童在同伴群体情境中表现出自我调节能力的情况较少。当与同伴一起接受评估时，年龄组和性别的差异并不显著。同伴对自我调节行为的影响是一种复杂的关系，本研究未发现明确的模式。文中讨论了对未来研究和评估工作的启示。
