【作者】 张莉；

【导师】 桑青松；

【作者基本信息】 安徽师范大学 ， 发展与教育心理学， 2010， 硕士

【摘要】 “延迟满足”是自我控制的一种表现形式,即个体为了追求延迟奖励目标(大奖赏)而放弃即时满足(小奖励),不断付出耐心和努力的自我控制能力。自社会认知学家Walter Mischel的一系列“延迟满足”实验之后,延迟满足研究成为心理学领域的一个新的热点,众多心理学者和社会学者采用不同的研究手段、从不同的维度对延迟满足现象进行深入的研究。目前,国内的自我延迟满足研究主要是针对延迟满足中的个体内在的认知因素的研究,而针对自我延迟满足中个体外在的社会因素的研究较少。本研究从外在情境因素着手,沿用Mischel和Bandura的实验范式,对300名男女对半的3～5岁学前儿童进行实验研究,分别就榜样情境和同伴情境这两种具体环境情境对儿童的自我延迟满足等待时间的影响做了分析,探讨不同外在情境对儿童自我延迟满足能力的影响,以期能为国内幼儿教育科学的改进与完善提供有益参考。研究结果显示:(1)榜样情境主效应显著,儿童榜样情境对儿童自我延迟满足行为有显著影响;(2)同伴情境主效应显著,同伴拒绝情境对儿童的自我延迟满足行为有显著影响;(3)年龄主效应显著,各年龄组间有显著差异,3岁儿童还未能完全形成自我延迟满足意识,完成自我延迟满足任务的能力较弱;4岁儿童已基本具备自我控制意识,有完成自我延迟满足任务的能力,是自我延迟满足能力发展的转折点和关键期;5岁儿童的自我延迟满足能力的发展已达到平稳水平。研究启迪幼儿教育工作者和家长可通过对儿童自我延迟满足能力的培养,增强其自我控制能力,为儿童此后的生活、学习、工作打好基础,培养良好的习惯。更多还原

【Abstract】 Delay of gratification is a manifestation of self-control, that means an individual gives up instant gratification (small reward) in order to get delayed reward (large reward), and it is self-control ability that needs patience and efforts. After Walter Mischel, a social cognitive scientist who did a series of "delay of gratification" experiments, the research of delay of gratification has become a hot issue in the field of psychology. Form different dimensions of the phenomenon, many psychologists and sociologists take different research methods to study deeply on delay of gratification. Now, the research of domestic self-imposed delay of gratification is mainly on the individual inherent cognitive factors, compare with the former, study of self-imposed delay of gratification on social factors of the phenomenon is less.Studing from the external situational factors and following the experimental paradigm of Mischel and Bandura, this paper adopts the experimental research of 3-year-old to 5-year-old of 300 pre-school children, with half of whom are men, others are women.We analysis the influnces of children’s self-imposed delay of gratification of waiting under the contexts of specific environmental contexts which is modle situation and peer situation, and discusses the influnce to the capacity of the self-imposed delay under different external contexts. We hope it can provide a useful reference to the improvement of domestic early childhood education. The results suggest that the mean delay time of young children’s self-imposed delay of gratification was the longest when children exposured to child models,and there are significant difference between three groups. In addition, the results also suggest that the mean delay time of young children’s self-imposed delay of gratification was the shortest when children refused by parterns, and the development of self-imposed delay of gratification has significant difference among 3 to 5 years old children.The research advices that the educators and parents of childhood can upgrade children’s self-control ability and cultivate their good habits by culturing the children’s self-delay ability, to the purpose of lay a good foundation of their life, study and work in the future.更多还原