Li-Grining Christine P, McKinnon Rachel D, Raver C Cybele
Loyola University Chicago.
New York University.
Merrill Palmer Q (Wayne State Univ Press). 2019 Jul;65(3):265-293. doi: 10.13110/merrpalmquar1982.65.3.0265.
Although existing research has shed much light on the development of ethnic minority children, many studies focus on maladjustment, such as behavioral problems, without also speaking to positive experiences in children's lives, such as friendship. An aspect of development that predicts both positive and negative outcomes for children is self-regulation. The present study investigates precursors and sequelae of self-regulation in middle childhood among low-income, ethnic minority children. The four self-regulatory constructs examined in the current study include low-level executive function (EF; e.g., working memory), high-level EF (e.g., planning), effortful control (EC; e.g., delay of gratification), and impulsivity (e.g., does not think before doing). EC in preschool was related to high-level EF and impulsivity in elementary school. High-level EF explained positive and negative aspects of social development during middle childhood. Additionally, self-regulation during elementary school played a mediating role between EC in preschool and social development in middle childhood.
尽管现有研究对少数民族儿童的发展有了很多了解，但许多研究关注的是适应不良，如行为问题，而没有涉及儿童生活中的积极经历，如友谊。对儿童的积极和消极结果都有预测作用的一个发展方面是自我调节。本研究调查了低收入少数民族儿童童年中期自我调节的前因和后果。本研究中考察的四种自我调节结构包括低水平执行功能（EF；例如，工作记忆）、高水平EF（例如，计划）、努力控制（EC；例如，延迟满足）和冲动性（例如，做事前不思考）。学前儿童的EC与小学阶段的高水平EF和冲动性有关。高水平EF解释了童年中期社会发展的积极和消极方面。此外，小学阶段的自我调节在学前儿童的EC和童年中期的社会发展之间起到了中介作用。
