【作者】 孙圣涛；

【导师】 李燕；

【作者基本信息】 上海师范大学 ， 学前教育学， 2016， 博士

【摘要】 社会技能是儿童适应社会生活和进行社会交往的一种能力。上世纪70年代以来,社会技能就一直受到研究者的广泛关注,并成为当今心理学研究的热点之一。很多研究表明,幼儿社会技能的发展受到家庭环境的影响。即使面临一些风险因素,强有力的家庭环境都能帮助孩子形成良好的社会技能和适应能力。本研究采用问卷法、访谈法、行为实验等研究手段,从定性和定量相结合的研究视角,探究家庭环境对幼儿社会技能影响的作用与机制。本文包括以下五个部分的研究内容:研究一:编制幼儿社会技能家长评定问卷。通过访谈整理和文献综合,得出幼儿社会技能初步项目。请相关幼教专家评分,筛选并形成初步问卷。经过探索性因素分析,删除双载荷或载荷低的项目,形成问卷的正式项目。考察问卷的内部一致性信度、重测信度,结构效度、内容效度等。研究二:探索幼儿社会技能多主体评定的一致性。以幼儿社会技能家长评定问卷、幼儿社会技能教师评定问卷为研究工具对幼儿家长、教师进行调查,对幼儿进行延迟满足任务、搬重物任务的实验研究。将所取得数据采用相关分析、多质多法分析、验证性因素分析,对三种评定主体结果进行幼儿社会技能的一致性比较,检验得出父母报告对社会技能的解释率。研究三:对高低社会技能幼儿家长进行访谈。根据对家长进行幼儿社会技能问卷调查的结果,选取幼儿社会技能得分为前27%和后27%作为高、低社会技能幼儿。对高社会技能幼儿和低社会技能幼儿的父亲或母亲进行访谈,了解其家庭环境。通过质性分析与差异检验,得出其家庭环境的差异。研究四:探讨客观性家庭环境与幼儿社会技能的关系。采用自编的幼儿家庭基本情况调查表,调查幼儿家庭结构、主要看护人、家庭经济状况、父母文化程度与职业等家庭情况。采用幼儿社会技能问卷,了解幼儿的社会技能。经过差异检验,得出客观性家庭环境对幼儿社会技能的影响。研究五:探讨主观性家庭环境与幼儿社会技能的关系。采用家庭功能、家庭亲密性与适应性、子女教育心理控制源、父母冲突、父母教养方式、支持协同教养和幼儿社会技能等问卷,对幼儿父母进行问卷调查。通过中介效应检验、建立结构方程模型等方法,检验父母教养方式或支持协同教养在家庭环境各因素中所起的中介作用及影响路径。通过上述研究,本文得出如下结果:(1)编制的幼儿社会技能家长评定问卷具有较高的信度和效度水平,其探索性因素分析和验证性因素分析指标均符合统计测量学要求,可以作为评价中国幼儿社会技能水平的有效工具。(2)父母、教师、实验者对幼儿社会技能的评定结果存在较低程度的一致性。父母报告对社会技能的解释率高于教师报告和实验观察的结果。(3)高社会技能和低社会技能的幼儿家庭环境表现出一定的差异。高社会技能幼儿家庭环境各因素均优于低社会技能幼儿。低社会技能幼儿的家庭环境需要改善。(4)户籍、独生子女、看护人、家庭收入对幼儿社会技能产生显著影响。家庭结构、父母不同文化程度和职业对幼儿社会技能没有产生显著影响。(5)家庭功能不仅直接影响幼儿社会技能,还通过父母教养方式间接影响幼儿社会技能。父母教养方式在家庭功能和幼儿社会技能之间起着部分中介作用。(6)子女教育心理控制源通过父母教养方式间接影响幼儿社会技能。父母教养方式对子女教育心理控制源和幼儿社会技能之间起着完全中介的作用。(7)家庭亲密度和适应性、父母冲突不仅直接影响幼儿社会技能,还通过父母支持协同教养间接影响幼儿社会技能。父母支持协同教养在家庭亲密度和适应性、父母冲突和幼儿社会技能之间起着部分中介作用。更多还原

【Abstract】 Social skills are the ability of children to adapt to social life and social interaction. Since the 1970 s, social skills have been widespreadly concerned by the researchers, and they have become a hotspot of psychology research. Many studies have shown that the development of young children‘s social skills is affected by family environment. Even in the face of some risk factors, a strong family environment can help children form good social skills and adaptability. In this study, the questionnaires, interviews, behavioral experiments and other research tools are applied to explore the role and mechanism of the family environment on young children’s social skills from the perspective of combined qualitative and quantitative research. This thesis includes the contents of the following five parts.Study 1: Preparation of parent assessment questionnaire about young children’s social skills. Based on the interview arrangement and comprehensive literature, we obtain the initial items about young children‘s social skills. By the scoring of related child education experts, the preliminary questionnaire was screened and formed. After exploratory factor analysis, double-loaded or low-loaded items were removed and the formal items of the questionnaire were formed. Internal consistency of the questionnaire, retest reliability, construct validity, content validity, and others were researched.Study 2: Exploring the consistency of multi-subject evaluation about young children’s social skills. The parent assessment questionnaire and teacher assessment questionnaire about young children‘s social skills were used as the research tools to investigate young children‘s parents and teachers, and the experiments about the task of delayed gratification and the task of moving heavy objects were carried out on young children. The data obtained were analyzed using correlation analysis, multi-quality multi-method analysis and confirmatory factor analysis, and the comparative assessment about the consistency of young children’s social skills was performed based on the evaluation results of the three analysis methods to obtain the explanation rate of parents‘ reports to social skills.Study 3: Parents of young children with high and low social skills were interviewed. According to the results of parent questionnaire about young children‘s social skills, the children with social skill scores of the top 27% and the last 27% were selected as the high and low social skill children. The father or mother of the young children with high or low social skills was interviewed to understand their family environment. Through qualitative analysis and difference test, the difference of their family environment was obtained.Study 4: Exploring the relationship between objective family environment and children’s social skills. Using self-compiled questionnaire about the basic situation of young children‘s families, the children‘s family situation, including the family structure, the main caregivers, family economic status, parents’ education level and profession were surveyed. Children’s social skill questionnaire was used to understand the social skills of young children. By difference test, we acquired the influence of the objective family environment on young children’s social skills.Study 5: Exploring the relationship between subjective family environment and young children’s social skills. By using the questionnaires about the family function, family intimacy and adaptability, psychological control source of children’s education, parental conflict, parenting style, support cooperative education and young children‘s social skills, young children‘s parents were investigated. By mediating effect test, structural equation models and other methods, intermediary role and influencing path of parenting style or support cooperative education among the family environment factors were tested.Through the above research, we draw the following conclusions of this thesis:(1) The prepared parent‘s assessment questionnaire about young children‘s social skills has a high level of reliability and validity. The indicators of exploratory factor analysis and confirmatory factor analysis are in line with the requirement of statistical surveying. Therefore, this questionnaire can act as an effective tool to evaluate Chinese young children’s social skills.(2) The assessing results of parents, teachers and experimenters on young children’s social skills are in a lower degree of consistency. The explanation rate of parent‘s reports on social skills is higher than the results of teacher‘s reports and laboratory observations.(3) There are some differences between the family environment of the young children with high social skills and that of the children with low social skills. The family environment factors of young children with high social skills are superior to children of low social skills. The young children of low social skills need to improve their home environment.(4) The census register, the only child, the caregivers and family income have significant impacts on young children’s social skills. Family structure, parent‘s different educational levels and occupations show no significant difference on young children‘s social skills.(5) The family function not only directly affects young children’s social skills, but also indirectly affects children’s social skills by parenting style. Parenting style plays part intermediary role between family function and young children’s social skills.(6) Psychological control source of children’s education indirectly affects young children’s social skills by parenting style. Parenting style plays total intermediary role on the relationship between psychological control source of children’s education and young children‘s social skills.(7) Family intimacy and adaptability and parental conflict not only directly impact on young children’s social skills, but also indirectly affects young children‘s social skills by parental support cooperative education. Parental support cooperative education plays part intermediary role among the family intimacy and adaptability, parental conflict and young children‘s social skills.更多还原