Fleece Hailey, Teglasi Hedwig
Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD 20742, USA.
Behav Sci (Basel). 2024 Nov 12;14(11):1080. doi: 10.3390/bs14111080.
The centrality of social competence to children's well-being has sparked interest in documenting its correlates and precursors. Behavioral Inhibition (BI) is studied extensively as an early appearing, biologically based, temperamental disposition that places children at increased risk for maladaptive social functioning. Children with BI are characterized by the tendency to react to unfamiliarity or uncertainty with fear and to respond with avoidance or withdrawal, eventuating in missed opportunities to gain social competence (SC). Early interventions that aim to interrupt this negative cycle often rely on parents or teachers to observe BI, but they often disagree in their ratings, raising understudied but basic questions about how to translate the research findings into effective interventions. In this study, parents and teachers rated kindergarteners' (N = 174) disposition toward fear and shyness, underpinnings of BI and SC. As expected, we found modest overlap in the classification of children into relatively High, Average, and Low BI groups based on parent and teacher ratings. Whereas about 40 percent were classified similarly, about 33 percent were discrepant in their classification by more than one category. Yet, the High BI group was at a social disadvantage (lower SC) compared to the Low BI group, even when the comparison groups only included children whose classification was discrepant. In line with the Realistic Accuracy Model of person perception, we describe a context/informant-specific conceptualization of the BI-SC connection with implications for intervention.
社交能力对儿童幸福的核心地位引发了人们对记录其相关因素和先兆的兴趣。行为抑制（BI）作为一种早期出现的、基于生物学的气质倾向被广泛研究，它使儿童出现适应不良社会功能的风险增加。患有BI的儿童的特点是倾向于对陌生或不确定的事物产生恐惧反应，并以回避或退缩来回应，最终导致错过获得社交能力（SC）的机会。旨在中断这一负面循环的早期干预措施通常依靠家长或教师来观察BI，但他们的评分往往不一致，这就引发了一些研究不足但基本的问题，即如何将研究结果转化为有效的干预措施。在本研究中，家长和教师对幼儿园儿童（N = 174）的恐惧和害羞倾向进行了评分，这些倾向是BI和SC的基础。正如预期的那样，我们发现，根据家长和教师的评分，将儿童分为相对高、中、低BI组时，分类结果有适度的重叠。约40%的儿童分类相似，约33%的儿童分类相差超过一个类别。然而，即使比较组仅包括分类有差异的儿童，高BI组与低BI组相比仍处于社会劣势（SC较低）。根据人物感知的现实准确性模型，我们描述了一种特定情境/信息提供者的BI-SC联系概念化，这对干预具有启示意义。
