School of Education, University of California, Irvine.
School of Liberal Arts, Education and Sciences, Edgewood College.
Dev Psychol. 2021 Mar;57(3):397-409. doi: 10.1037/dev0001151. Epub 2021 Feb 4.
Developmental theories and previous research have emphasized the significance of cooperation and self-control in middle childhood. The present study extends previous research by examining (a) the growth of cooperation and self-control as well as the relations between them in middle childhood (third to sixth grade) and (b) the extent to which mothers' and fathers' parenting during early childhood (54 months and first grade) was associated with children's cooperation and self-control. The sample included 705 children (51% female, 86% White) and their mothers, fathers, and teachers in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD). Children, on average, exhibited increases in self-control but not cooperation from third to sixth grade though the increases were smaller for children who had higher self-control or cooperation at third grade. Children who exhibited higher self-control at third grade tended to exhibit higher cooperation at third grade; similar positive associations emerged for the changes in self-control and cooperation over time. In addition, if a child exhibited higher self-control at one time point relative to their typical average level, they tended to also exhibit higher cooperation at the same time point relative to their typical average level. However, these relative deviations within person were not associated over time. Lastly, maternal and paternal sensitive and stimulating parenting in early childhood was positively associated with children's cooperation and self-control in middle childhood. Overall, our findings shed light on the growth of and the relations between cooperation and self-control in middle childhood and highlight the role of maternal and paternal parenting in early childhood. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
发展理论和先前的研究强调了合作和自我控制在儿童中期的重要性。本研究通过考察(a) 合作和自我控制的增长以及它们之间的关系在儿童中期（三至六年级）和(b) 母亲和父亲在幼儿期（54 个月和一年级）的育儿方式与儿童的合作和自我控制的关系，扩展了先前的研究。该样本包括 705 名儿童（51%为女性，86%为白人）及其母亲、父亲和教师，他们参加了国家儿童健康与人类发展研究所（NICHD）的早期儿童保育和青年发展（SECCYD）研究。儿童平均而言，自我控制能力从三年级到六年级有所提高，但对于三年级自我控制或合作能力较高的儿童，增长幅度较小。三年级自我控制能力较高的儿童往往在三年级时表现出较高的合作能力；随着时间的推移，自我控制和合作的变化也出现了类似的积极关联。此外，如果一个孩子在一个特定时间点相对于他们的典型平均水平表现出较高的自我控制能力，他们往往也会在同一时间点相对于他们的典型平均水平表现出较高的合作能力。然而，这些个体内的相对偏差并没有随时间而关联。最后，母亲和父亲在幼儿期的敏感和激励性育儿方式与儿童在儿童中期的合作和自我控制能力呈正相关。总体而言，我们的研究结果揭示了儿童中期合作和自我控制的增长以及它们之间的关系，并强调了母亲和父亲在幼儿期的育儿方式的作用。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
