幼儿园的执行职能和课堂质量预测了第一年级的同学接受
Arina Shatskaya1,2, Patrik Drid3, Alexander Veraksa4,5
1Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research, Moscow, Russia. arina.shatskaya@mail.ru.
Scientific reports
|December 4, 2025
概括
幼儿园的儿童执行功能预测了第一年级的社会状况和互惠. 课堂上的情感支持质量预测了自我社会测量状态,影响同行接受和学校调整.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 同龄人接受对于儿童的发展和学校调整至关重要.
- 同行接受的早期预测者需要进一步调查.
研究的目的:
- 检查幼儿园执行职能和课堂质量如何预测一年级同学接受度.
- 确定受这些因素影响的同行接受的具体维度.
主要方法:
- 对449名幼儿园 (第一时间) 和203名一年级 (第二时间) 的长度研究.
- 测量了执行功能和课堂质量 (时间1).
- 在时间2评估同行接受维度 (社会测量状态,互惠,自我社会测量状态),控制共变量.
主要成果:
- 幼儿园执行职能在第一年级显著预测了社会测量地位和互惠性.
- 幼儿园课堂质量,特别是情感支持,是自我社会度状况的主要预测因素.
结论:
- 执行职能是社会地位的关键早期指标.
- 积极的课堂情感环境培养孩子的自我认知和同行接受.
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