4-6岁幼儿自我认知积极偏向发展特点及其相关影响因素
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摘要
自我认知积极偏向（positive bias of self perception）指个体在认识和评价自己的过程中，往往会对自己做出积极的、肯定的评价。自我认知是自我发展的基础，而自我认知积极偏向是幼儿社会认知发展过程中的一个典型特点，所以，它的发展对幼儿的自我意识情绪和自我调控的发展有重要的作用。本研究在系统综述以往与幼儿自我认知积极偏向相关理论和实证研究的基础上，编制幼儿自我认知积极偏向的测量工具，从行为和电生理的角度证明幼儿存在自我认知积极偏向，进而考察其发展特点及其影响因素。
研究1目的是编制幼儿自我认知积极偏向测评工具。幼儿自我认知积极偏向的测量工具由两部分组成，即“幼儿自我认知自评问卷”和“幼儿自我认知教师评定问卷”。首先，从幼儿自评角度出发，修订了Marsh及其团队于2002年编制的“幼儿自我认知自评问卷（SDQP）”，形成幼儿自我认知6维结构（父母关系自我认知、同伴关系自我认知、数学能力自我认知、言语能力自我认知、外貌自我认知和体能自我认知），并检验问卷的信效度。其次，为了考察幼儿自我认知积极偏向，需要在幼儿自我认知所包含的6个维度上对幼儿的表现进行客观评定，因此，以修订后的“幼儿自我认知自评问卷”为基础，以教师为评价者进行客观评价，形成“幼儿自我认知教师评定问卷”，并检验该问卷的信效度。最后，通过对比幼儿自评和教师评定之间的差异，一方面说明编制的工具能够有效的测量幼儿自我认知积极偏向，另一方面也从行为的角度验证了幼儿存在自我认知积极偏向。
研究2目的是运用事件相关电位技术，从电生理角度验证幼儿具有自我认知积极偏向。选取21名幼儿为被试，平均月龄为66.38个月，以体能自我认知为主题设计刺激图片，实验屏幕中随机呈现刺激图片（积极情绪图片和消极情绪图片），幼儿的任务是判断图片中的主人公的表现“像”还是“不像”自己，通过比较幼儿在不同刺激条件下脑电成分之间的差异，从电生理的角度进一步验证幼儿具有自我认知积极偏向。
研究3目的是考察幼儿自我认知积极偏向发展特点。采用研究1中编制的幼儿自我认知积极偏向测评工具，对464名4-6岁幼儿进行测查，考察幼儿自我认知积极偏向的年龄发展趋势和性别差异。
研究4目的是考察教师期望、师生关系对幼儿自我认知积极偏向的影响。根据以往研究基础，建立教师期望、师生关系、幼儿自我认知积极偏向的中介模型，通过中介效应检验，重点考察4-6岁幼儿教师期望和师生关系作为环境变量对自我认知积极偏向的影响机制。
主要结论如下：
1.修订的“幼儿自我认知自评问卷”由6个维度构成，包括父母关系自我认知、同伴关系自我认知、数学能力自我认知、言语能力自我认知、外貌自我认知、体能自我认知，修订后的问卷具有理想的信度和效度。
2.编制的“幼儿自我认知教师评定问卷”具有理想的信度和效度，与“幼儿自我认知自评问卷”结构相同，可以与“幼儿自我认知自评问卷”的得分进行比较。
3.通过“幼儿自我认知自评问卷”与“幼儿自我认知教师评定问卷”可以有效地测量幼儿自我认知积极偏向的程度。
4.从反应时和N400波幅上，信息相关（自我，非我）与情绪效价（积极，消极）存在交互作用，且证明幼儿存在自我认知积极偏向。
5.幼儿自我认知积极偏向总体随着年龄增长呈下降趋势，4-5岁下降迅速。不同维度随着年龄的增长发展趋势不同，幼儿自我认知积极偏向总体性别差异不显著。
6.幼儿教师期望对自我认知积极偏向有直接预测作用，同时师生关系在教师期望对自我认知积极偏向的影响上起部分中介效应。
Positive bias of self perception refers to the individual tend to make positive evaluation in theprocess of understanding and evaluation of their own. Self perception is the basis of selfdevelopment. Positive bias of self perception is a typical characteristic in the process of children'ssocial cognitive development. Development of positive bias of self perception plays an importantrole in self-consciousness emotion and self-regulation.Based on the comprehensively theoreticaland empirical studies positive bias of self perception among children, the purpose of the study isto develop the assessment tools for children’s positive bias of self perception, to demonstrate theexisting of children's positive bias of self perception from both the behavioral andelectrophysiological perspectives, and then to investigate the development characteristics andinfluence factors of children's positive bias of self perception.
Study1was to explore development of the assessment tools for children's positive biasof self perception. Children's positive bias of self perception measurement tools consists oftwo parts, namely Self-Rating Questionnaire of Early Children's Self-Perception (self-rating)and Teacher Rating Questionnaire of Early Children’s Self-Perception (teacher-rating).Self-Perception Questionnaire of Early Children is also called Self-Description Questionnairefor Preschoolers. First, we revised Self-Description Questionnaire for Preschoolers which isdevelopment by Marsh and his team in2002from the view of children’s self-assessment.Children’ self-perception includes six dimensions, which is the self-perception of parentrelations, peer relations, math, verbal, physical ability, and appearance). Then we tested thereliability and validity of questionnaire.Secondly, in order to investigate children’s positivebias of self perception, the objective evaluation on their self-perception is needed. Thus, basedon the Chinese revision of SDQP, we developed the Teacher Rating Questionnaire of EarlyChildren’s Self-Perception and tested its reliability and validity. Children teacher was told toevaluate the objective behavior of the children on the six dimensions of the questionnaire.Finally, we compared the scores of children rating and teacher rating, their discrepancy coulddemonstrate the validity of children's positive bias of self perception assessment, and alsoprove the existing of children's positive bias of self perception.
Study2was to demonstrate that children had positive bias of self perception from theperspective of electrophysiological using event related potential. In the experiment,dense-array EEG were collected from21, the mean age of66.38children, physicalself-perception as the theme was designed to stimulate the picture, picture of the experimentalscreen randomly presented stimuli (the positive emotions pictures and negative emotionalpictures). Children’s task is to determine the children's performance in the pictures withthemselves or not. In order to compare stimulations difference, we tested a range of ERPcomponents at a number of time-points and scalp location. We look at whether there is apositive bias of self perception.
Study3was to expolre the developmental characteristics of early children's positive biasof self perception. In order to explore the developmental characteristics of positive bias of selfperception, we adopted assessment tools for children's positive bias of self perception toexplore the developmental tendency and gender characteristics of children’s of464children4to6years old.
Study4was to explore the relationships among children positive bias of self perception,teacher expectations and the teacher-student relationship. According to previous research，themediation model is set up. We investigated the influence of teachers' expectations andteacher-student relationship on positive bias of self perception of4-6year-old children.
The main conclusions were drawn as follow:
1. Self Rating Questionnaire of Early Children's Self-Perception was mainly composedof self-perception of parent relations, peer relations, math, verbal, physical ability, andappearance. The revised questionnaire was showed ideal reliability and validity.
2. Teacher Rating Questionnaire of Early Children's Self-Perception has ideal reliabilityand validity. There was same structure between the Self Rating Questionnaire of EarlyChildren's Self-Perception and Teacher Rating Questionnaire of Early Children'sSelf-Perception. It was reasonable through the two questionnaire subtraction for difference.
3. Early children's positive bias of self perception was assessed by Self RatingQuestionnaire of Early Children's Self-Perception and Teacher Rating Questionnaire of EarlyChildren's Self-Perception. They could test the extent of children's positive bias of selfperception.
4. From reaction time and N400amplitude, there was an interaction betweenself-referential (self, non-self) and emotional valence (positive and negative). Early childrenexists positive bias of self perception.
5. Children's positive bias of self perception overall declining trend with increasing age,4-5years old decreased rapidly. Children different aspects of positive bias of self perceptionwere different development trend with the growth of the age.There was no significant genderdifference on children's positive bias of self perception.
6. Children's positive bias of self perception could be significantly predicted by theteacher expectations. Teacher-student relationship played some intermediary role in theinfluence of primary teacher expectation on positive bias of self perception.
研究1目的是编制幼儿自我认知积极偏向测评工具。幼儿自我认知积极偏向的测量工具由两部分组成，即“幼儿自我认知自评问卷”和“幼儿自我认知教师评定问卷”。首先，从幼儿自评角度出发，修订了Marsh及其团队于2002年编制的“幼儿自我认知自评问卷（SDQP）”，形成幼儿自我认知6维结构（父母关系自我认知、同伴关系自我认知、数学能力自我认知、言语能力自我认知、外貌自我认知和体能自我认知），并检验问卷的信效度。其次，为了考察幼儿自我认知积极偏向，需要在幼儿自我认知所包含的6个维度上对幼儿的表现进行客观评定，因此，以修订后的“幼儿自我认知自评问卷”为基础，以教师为评价者进行客观评价，形成“幼儿自我认知教师评定问卷”，并检验该问卷的信效度。最后，通过对比幼儿自评和教师评定之间的差异，一方面说明编制的工具能够有效的测量幼儿自我认知积极偏向，另一方面也从行为的角度验证了幼儿存在自我认知积极偏向。
研究2目的是运用事件相关电位技术，从电生理角度验证幼儿具有自我认知积极偏向。选取21名幼儿为被试，平均月龄为66.38个月，以体能自我认知为主题设计刺激图片，实验屏幕中随机呈现刺激图片（积极情绪图片和消极情绪图片），幼儿的任务是判断图片中的主人公的表现“像”还是“不像”自己，通过比较幼儿在不同刺激条件下脑电成分之间的差异，从电生理的角度进一步验证幼儿具有自我认知积极偏向。
研究3目的是考察幼儿自我认知积极偏向发展特点。采用研究1中编制的幼儿自我认知积极偏向测评工具，对464名4-6岁幼儿进行测查，考察幼儿自我认知积极偏向的年龄发展趋势和性别差异。
研究4目的是考察教师期望、师生关系对幼儿自我认知积极偏向的影响。根据以往研究基础，建立教师期望、师生关系、幼儿自我认知积极偏向的中介模型，通过中介效应检验，重点考察4-6岁幼儿教师期望和师生关系作为环境变量对自我认知积极偏向的影响机制。
主要结论如下：
1.修订的“幼儿自我认知自评问卷”由6个维度构成，包括父母关系自我认知、同伴关系自我认知、数学能力自我认知、言语能力自我认知、外貌自我认知、体能自我认知，修订后的问卷具有理想的信度和效度。
2.编制的“幼儿自我认知教师评定问卷”具有理想的信度和效度，与“幼儿自我认知自评问卷”结构相同，可以与“幼儿自我认知自评问卷”的得分进行比较。
3.通过“幼儿自我认知自评问卷”与“幼儿自我认知教师评定问卷”可以有效地测量幼儿自我认知积极偏向的程度。
4.从反应时和N400波幅上，信息相关（自我，非我）与情绪效价（积极，消极）存在交互作用，且证明幼儿存在自我认知积极偏向。
5.幼儿自我认知积极偏向总体随着年龄增长呈下降趋势，4-5岁下降迅速。不同维度随着年龄的增长发展趋势不同，幼儿自我认知积极偏向总体性别差异不显著。
6.幼儿教师期望对自我认知积极偏向有直接预测作用，同时师生关系在教师期望对自我认知积极偏向的影响上起部分中介效应。
Positive bias of self perception refers to the individual tend to make positive evaluation in theprocess of understanding and evaluation of their own. Self perception is the basis of selfdevelopment. Positive bias of self perception is a typical characteristic in the process of children'ssocial cognitive development. Development of positive bias of self perception plays an importantrole in self-consciousness emotion and self-regulation.Based on the comprehensively theoreticaland empirical studies positive bias of self perception among children, the purpose of the study isto develop the assessment tools for children’s positive bias of self perception, to demonstrate theexisting of children's positive bias of self perception from both the behavioral andelectrophysiological perspectives, and then to investigate the development characteristics andinfluence factors of children's positive bias of self perception.
Study1was to explore development of the assessment tools for children's positive biasof self perception. Children's positive bias of self perception measurement tools consists oftwo parts, namely Self-Rating Questionnaire of Early Children's Self-Perception (self-rating)and Teacher Rating Questionnaire of Early Children’s Self-Perception (teacher-rating).Self-Perception Questionnaire of Early Children is also called Self-Description Questionnairefor Preschoolers. First, we revised Self-Description Questionnaire for Preschoolers which isdevelopment by Marsh and his team in2002from the view of children’s self-assessment.Children’ self-perception includes six dimensions, which is the self-perception of parentrelations, peer relations, math, verbal, physical ability, and appearance). Then we tested thereliability and validity of questionnaire.Secondly, in order to investigate children’s positivebias of self perception, the objective evaluation on their self-perception is needed. Thus, basedon the Chinese revision of SDQP, we developed the Teacher Rating Questionnaire of EarlyChildren’s Self-Perception and tested its reliability and validity. Children teacher was told toevaluate the objective behavior of the children on the six dimensions of the questionnaire.Finally, we compared the scores of children rating and teacher rating, their discrepancy coulddemonstrate the validity of children's positive bias of self perception assessment, and alsoprove the existing of children's positive bias of self perception.
Study2was to demonstrate that children had positive bias of self perception from theperspective of electrophysiological using event related potential. In the experiment,dense-array EEG were collected from21, the mean age of66.38children, physicalself-perception as the theme was designed to stimulate the picture, picture of the experimentalscreen randomly presented stimuli (the positive emotions pictures and negative emotionalpictures). Children’s task is to determine the children's performance in the pictures withthemselves or not. In order to compare stimulations difference, we tested a range of ERPcomponents at a number of time-points and scalp location. We look at whether there is apositive bias of self perception.
Study3was to expolre the developmental characteristics of early children's positive biasof self perception. In order to explore the developmental characteristics of positive bias of selfperception, we adopted assessment tools for children's positive bias of self perception toexplore the developmental tendency and gender characteristics of children’s of464children4to6years old.
Study4was to explore the relationships among children positive bias of self perception,teacher expectations and the teacher-student relationship. According to previous research，themediation model is set up. We investigated the influence of teachers' expectations andteacher-student relationship on positive bias of self perception of4-6year-old children.
The main conclusions were drawn as follow:
1. Self Rating Questionnaire of Early Children's Self-Perception was mainly composedof self-perception of parent relations, peer relations, math, verbal, physical ability, andappearance. The revised questionnaire was showed ideal reliability and validity.
2. Teacher Rating Questionnaire of Early Children's Self-Perception has ideal reliabilityand validity. There was same structure between the Self Rating Questionnaire of EarlyChildren's Self-Perception and Teacher Rating Questionnaire of Early Children'sSelf-Perception. It was reasonable through the two questionnaire subtraction for difference.
3. Early children's positive bias of self perception was assessed by Self RatingQuestionnaire of Early Children's Self-Perception and Teacher Rating Questionnaire of EarlyChildren's Self-Perception. They could test the extent of children's positive bias of selfperception.
4. From reaction time and N400amplitude, there was an interaction betweenself-referential (self, non-self) and emotional valence (positive and negative). Early childrenexists positive bias of self perception.
5. Children's positive bias of self perception overall declining trend with increasing age,4-5years old decreased rapidly. Children different aspects of positive bias of self perceptionwere different development trend with the growth of the age.There was no significant genderdifference on children's positive bias of self perception.
6. Children's positive bias of self perception could be significantly predicted by theteacher expectations. Teacher-student relationship played some intermediary role in theinfluence of primary teacher expectation on positive bias of self perception.
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