执行功能与想象游戏：运用结构方程模型探究与亲社会行为的关系。
Executive functions and imaginative play: Exploring relations with prosocial behaviors using structural equation modeling.
机构信息
Center for Youth Development and Intervention, Department of Psychology, The University of Alabama, Box 870348, Tuscaloosa, AL 35487-0348, USA.
Human Development and Family Science, The University of Missouri, USA.
出版信息
Trends Neurosci Educ. 2021 Dec;25:100165. doi: 10.1016/j.tine.2021.100165. Epub 2021 Nov 4.
BACKGROUND
Policy makers have long considered how to best educate children for success. Thus, this research explored whether imaginative play serves as a positive context for developing executive functions (EF) and prosocial behaviors necessary for academic success. Specifically, we hypothesized that EF would explain links between imaginative play and prosocial behaviors.
METHOD
284 preschool children and their teachers completed measures of imaginative play, EF, and prosocial behaviors. Structural Equation Modeling examined mediational links between these constructs.
RESULTS
Imaginative play predicted both hot and cool EF, as well as prosocial behavior, even after controlling for age and vocabulary; furthermore, the relationship between imaginative play and prosocial behavior was fully mediated by hot EF.
CONCLUSION
Results suggest that imaginative play may serve as a positive context for developing EF and prosocial behaviors. Curricula and teachers should consider encouraging imaginative play to facilitate the development of EF and prosocial behaviors.
背景
政策制定者长期以来一直在考虑如何最好地教育儿童取得成功。因此，本研究探讨了想象性游戏是否作为发展执行功能（EF）和学术成功所需的亲社会行为的积极环境。具体而言，我们假设 EF 将解释想象性游戏和亲社会行为之间的联系。
方法
284 名学前儿童及其教师完成了想象性游戏、EF 和亲社会行为的测量。结构方程模型检验了这些结构之间的中介联系。
结果
即使在控制年龄和词汇量后，想象性游戏也预测了热 EF 和冷 EF 以及亲社会行为；此外，想象性游戏与亲社会行为之间的关系完全由热 EF 介导。
结论
结果表明，想象性游戏可能是发展 EF 和亲社会行为的积极环境。课程和教师应该考虑鼓励想象性游戏，以促进 EF 和亲社会行为的发展。
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