Object relations and ego development: comparison and correlates in middle childhood.
Object relations and ego development: comparison and correlates in middle childhood.
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客体关系和自我发展：童年中期的比较和关联。
DOI：
10.1111/j.1467-6494.1988.tb00902.x
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发表时间：
1988
影响因子：
5
通讯作者：
Ryan,RM
中科院分区：
文献类型：
--
作者：
Avery,RR;Ryan,RM
通过对92名9 ~ 12岁儿童的研究，探讨了儿童中期自我发展和客体关系对适应和调整的重要性。在个别会议BORS评分进行了因素分析，并出现了父母养育的主导因素，该因素与儿童自我报告的感知呈正相关。父母的参与和自主支持，但与SCT无关SCT的研究结果显示，儿童中期的预期模式与儿童的自我发展的冲动，自我保护和顺从阶段的优势。SCT和BORS都与儿童的认知和社会功能有关，通过教师评级，同伴社会测量学，自我评价，结果表明，SCT主要与认知复杂性变量相关，而客体关系测量与同伴和自我评价相关。这些与不同儿童结果的非重叠关系在方法学限制和理论意义方面进行了讨论。
The significance of ego development and object relations for adaptation and adjustment in middle childhood was examined in a study of 92 nine‐ to twelve‐year‐old children Subjects completed the Sentence Completion Test (SCT) and the Blatt Object Relations Scale (BORS) in individual sessions BORS ratings were factor analyzed and a predominant factor of parental nurturance emerged This factor was positively related to children's self‐reported perceptions of parental involvement and autonomy support but was unrelated to the SCT SCT findings revealed an expected pattern for middle childhood with the preponderance of children falling into impulsive, self‐protective, and conformist stages of ego development Both the SCT and BORS were examined in relation to aspects of children's cognitive and social functioning, assessed via teacher ratings, peer sociometrics, self‐evaluations, and academic achievement records Results showed that the SCT was primarily related to cognitive complexity variables, while the object relations measure was associated with both peer and self‐evaluations These nonoverlapping relations with varied child outcomes are discussed both in terms of methodological limitations and theoretical significance