江群^1,2, 卢珊¹, 张茜¹, 王争艳¹()

¹ 首都师范大学心理学院, 首都师范大学儿童发展研究中心, 北京市“学习与认知”重点实验室, 北京 100048;
² 中国人民大学附属中学深圳学校, 广东 深圳 518119

收稿日期:2017-07-07出版日期:2018-07-15发布日期:2018-05-29

作者简介:卢珊和江群为共同第一作者。
基金资助:* 国家自然科学基金(31470994);* 北京市社会科学基金项目资助(15JYB016)

The influence of maternal encouragement of autonomy on toddler’s exploration: Moderating effect of attachment

JIANG Qun^1,2, LU Shan¹, ZHANG Qian¹, WANG Zhengyan¹()

¹ College of Psychology, Center for Child Development, Learning and Cognitive Key Laboratory, Capital Normal University, Beijing 100048, China
² The High School Affiliated to Renmin University of China Shenzhen School, Shenzhen 518119, China

Received:2017-07-07Online:2018-07-15Published:2018-05-29

摘要/Abstract

摘要： 探索行为是婴幼儿从外部环境获取信息、促进认知发展的重要方式和途径。本研究采用家庭半结构观察和实验室陌生情境技术考察66名14个月母婴对中母亲的鼓励自主水平、儿童依恋类型与学步儿探索行为的关系。结果发现：在控制家庭社会经济地位(SES)及儿童气质困难度后, (1)母亲鼓励自主显著正向预测探索操作总频次、探索操作种类、探索坚持性; (2)儿童依恋类型显著负向预测探索操作总频次, 正向预测探索操作平均时长; (3)学步儿依恋类型可以显著地调节母亲鼓励自主对学步儿探索能力的作用, 表现为母亲鼓励自主行为能显著正向预测安全型依恋学步儿的探索能力; 当学步儿为不安全依恋时, 母亲鼓励自主行为对婴儿探索能力的预测作用不显著。 结论:母亲鼓励自主行为能够促进婴幼儿的探索行为, 且儿童依恋安全性对这一影响具有一定的促进作用。

图/表 3

表1婴幼儿17种具体探索操作行为表

序号	操作行为	描述
(1)	推	一只手或两只手把着玩具在支撑表面上滑动
(2)	摇晃	拿着玩具在空中来回移动
(3)	旋转	在手上转动玩具或玩具部件
(4)	按压、拍打	用手指或手掌挤压玩具
(5)	敲	把玩具在支撑表面上撞击
(6)	两只手倒换	把玩具从一只手换到另一只手
(7)	掉落、扔	丢弃玩具
(8)	拉	把玩具拉近自己
(9)	咬	把玩具放到嘴巴里
(10)	抓	抓取玩具
(11)	摸	手在玩具表面上轻轻移动
(12)	手部接触	用手拿着玩具
(13)	举、抬	把玩具抓起离开支撑表面并举高
(14)	掀	打开玩具盖子的动作,如:打开形状屋的房顶
(15)	够取	发出动作想要拿物体到接触物体之间的动作
(16)	松手放	松开手放开玩具
(17)	周围环境	对周围环境的探索

表1婴幼儿17种具体探索操作行为表

序号	操作行为	描述
(1)	推	一只手或两只手把着玩具在支撑表面上滑动
(2)	摇晃	拿着玩具在空中来回移动
(3)	旋转	在手上转动玩具或玩具部件
(4)	按压、拍打	用手指或手掌挤压玩具
(5)	敲	把玩具在支撑表面上撞击
(6)	两只手倒换	把玩具从一只手换到另一只手
(7)	掉落、扔	丢弃玩具
(8)	拉	把玩具拉近自己
(9)	咬	把玩具放到嘴巴里
(10)	抓	抓取玩具
(11)	摸	手在玩具表面上轻轻移动
(12)	手部接触	用手拿着玩具
(13)	举、抬	把玩具抓起离开支撑表面并举高
(14)	掀	打开玩具盖子的动作,如:打开形状屋的房顶
(15)	够取	发出动作想要拿物体到接触物体之间的动作
(16)	松手放	松开手放开玩具
(17)	周围环境	对周围环境的探索

表3儿童依恋类型对母亲鼓励自主预测学步儿探索行为的调节效应分析(N = 62)

变量及步骤	探索操作总频次		探索操作平均时长		探索操作种类		探索坚持性		探索能力
	β	ΔR2	β	ΔR2	β	ΔR2	β	ΔR2	β	ΔR2
第一步(enter)		0.020		0.073+		0.025		0.013		0.040
SES	0.07		-0.07		0.05		0.00		-0.20
儿童气质困难	-0.12		0.26		-0.15		-0.11		-0.03
第二步(enter)		0.180**		0.131*		0.136*		0.125*		0.039
SES	0.11		-0.07		0.14		0.05		-0.16
儿童气质困难	-0.21+		0.33+		-0.17		-0.19		-0.02
母亲鼓励自主	0.26*		-0.08		0.37**		0.28*		0.14
儿童依恋类型	-0.33**		0.35**		0.14		-0.21		0.16
第三步(enter)		0.001		0.020		0.000		0.026		0.065*
SES	0.12		-0.09		0.14		0.04		-0.18
儿童气质困难	-0.21+		0.32+		-0.17		-0.19		-0.03
母亲鼓励自主	0.31		-0.30		0.38+		0.04+		-0.26
儿童依恋类型	-0.32*		0.33**		0.14		-0.23		0.12
自主×依恋	-0.06		0.26		-0.01		0.29		0.46*
总计(ΔR2)		0.201		0.225		0.161		0.163		0.145

表3儿童依恋类型对母亲鼓励自主预测学步儿探索行为的调节效应分析(N = 62)

变量及步骤	探索操作总频次		探索操作平均时长		探索操作种类		探索坚持性		探索能力
	β	ΔR2	β	ΔR2	β	ΔR2	β	ΔR2	β	ΔR2
第一步(enter)		0.020		0.073+		0.025		0.013		0.040
SES	0.07		-0.07		0.05		0.00		-0.20
儿童气质困难	-0.12		0.26		-0.15		-0.11		-0.03
第二步(enter)		0.180**		0.131*		0.136*		0.125*		0.039
SES	0.11		-0.07		0.14		0.05		-0.16
儿童气质困难	-0.21+		0.33+		-0.17		-0.19		-0.02
母亲鼓励自主	0.26*		-0.08		0.37**		0.28*		0.14
儿童依恋类型	-0.33**		0.35**		0.14		-0.21		0.16
第三步(enter)		0.001		0.020		0.000		0.026		0.065*
SES	0.12		-0.09		0.14		0.04		-0.18
儿童气质困难	-0.21+		0.32+		-0.17		-0.19		-0.03
母亲鼓励自主	0.31		-0.30		0.38+		0.04+		-0.26
儿童依恋类型	-0.32*		0.33**		0.14		-0.23		0.12
自主×依恋	-0.06		0.26		-0.01		0.29		0.46*
总计(ΔR2)		0.201		0.225		0.161		0.163		0.145

图1依恋类型对母亲鼓励自主与学步儿探索能力的调节作用
图1依恋类型对母亲鼓励自主与学步儿探索能力的调节作用

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