Abstract:

Self control is the core concept of construction of personality, and it helps individuals master their own mind and behaviors. Early childhood is a key period for formation and development of self control. The development of early children’s self control is a comprehensive process which is staggered complex, but highly interrelated. The development of children’s self control is inseparable from social environment and genetic factors. This research mainly examined the impact of the temperament and the social environment factors in the kindergarten (teacher expectations and peer acceptance) on children’s self control. We established a moderated mediator model by SEM trying to reveal comprehensive developmental characteristics of early children’s self control mechanism from the perspective of genetic and social environmental interaction. A total number of 684 3-5 years old children’s self control was tested by questionnaires(self control, temperament, teacher expectations) which were described by children’s teachers and peer nomination (peer acceptance) were completed by children themselves. All variables establish a moderated mediator model. We analyzed the data by multiple hierarchical regression analysis and structure equation model. The results showed that, (1) the dimensions of temperament, teacher expectations and peer acceptance predicted children’s self control in different degrees. Temperamental attention, temperamental reaction, peer acceptance, teacher’s expectations of interpersonal interaction and teacher’s expectations of daily behavior predicted children’s self control positively. Temperamental activity and temperamental emotionality predicted the development of self control negatively; (2) the temperament, peer acceptance and teacher expectations influenced children’s self control interactively, and the peer acceptance was the moderated mediator variable. It was the mediator from temperamental reaction, temperamental attention and teacher expectations of daily behavior to self control, and was also moderated by temperamental emotionality; (3) teacher expectation of interpersonal interaction and temperamental social inhibition influenced the children's self control interactively, and when teachers gave children high enough interpersonal interaction expectations, even if children had high level of social inhibition, they can also have good self control; (4) Peer acceptance and temperamental emotionality influenced the children's self control interactively. Children with high temperamental emotionality, peer acceptance did not affect self control, only for the children with low temperamental emotionality, peer acceptance can affect self control. The research suggested that the development of early children’s self-control was affected by the interaction of heredity and social environment; it was also a comprehensive process which was staggered complex, but highly interrelated. When we want to foster the children’s self control, teachers must pay attention to the peer acceptance; it is the core factor of formation of children’s self control. Peer interaction can give children more opportunities to develop their self control. Teachers also pay more attention to children with high temperamental emotionality, because children with high temperamental emotionality, the peer acceptance can not influence the self control.

摘要：

通过对684名3-5岁幼儿进行同伴提名和问卷测量，考察气质、教师期望和同伴接纳对自我控制的影响，结果发现：（1）气质、教师期望和同伴接纳各维度不同程度地预测幼儿自我控制。（2）气质、同伴接纳、教师期望交互作用于自我控制，其中同伴接纳是有调节的中介变量，其既是气质反应性、专注性和教师对幼儿日常习惯期望影响自我控制的部分中介变量，又同时受到气质情绪性的调节。（3）社会抑制性与教师对幼儿人际互动的期望交互作用于自我控制。