Temperament and parenting antecedents of individual differences in three-year-old boys' pride and shame reactions
Temperament and parenting antecedents of individual differences in three-year-old boys' pride and shame reactions
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DOI：
10.2307/1131671
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发表时间：
1997-06-01
影响因子：
4.6
通讯作者：
Crnic, K
中科院分区：
文献类型：
--
作者：
Belsky, J;Domitrovich, C;Crnic, K
为了考察3岁儿童在骄傲和羞愧反应上的个体差异，以及他们的气质和养育方式，110名男孩在36岁和37个月大的“受操纵”的成就情境中进行了研究。在被训练在蜂鸣器响起之前完成明确规定的“容易”和“困难”的任务后，成功和失败被人为地“操纵”孩子必须在这些任务上工作的时间。孩子们对成功和失败的面部、语言和姿势反应被合成，形成了成功后的骄傲分数和失败后的羞愧分数。正如预期的那样，在困难的任务上取得成功后的骄傲反应比在容易的任务上更大，而在容易的任务上失败后的羞愧反应比在困难的任务上更大。早期的气质(12个月/13个月)被证明与骄傲和羞耻无关。在育儿方面，15个月、21个月、27个月和33个月的测量结果表明，父母对父母的教养越积极，孩子表现出的自豪感就越少，父母(尤其是母亲)对父母教养更消极的孩子表现出的羞耻感更少。这些违反直觉的发现是根据在本次育儿先例调查中获得的对育儿的评估与在其他关于父母在成就情境中的反应的研究中获得的评估之间的差异来讨论的。展望了今后的研究方向。
To examine individual differences in pride and shame reactions of 3-year-olds and their temperamental and parenting antecedents, 110 boys were studied at ages 36 and 37 months in a ''rigged'' achievement situation. After being trained to complete explicitly stipulated ''easy'' and ''difficult'' tasks before a buzzer sounded, success and failure were manipulated by artificially ''rigging'' how much time the child had to work on these tasks. Children's facial, verbal, and postural reactions to success and failure were composited to create pride scores following success and shame scores following failure. As expected, pride reactions were greater following success on the difficult than on the easy task, and shame reactions were greater following failure on the easy than on the difficult task. Early temperament (at 12/13 months) proved unrelated to pride and shame. With respect to parenting, measurements composited across 15, 21, 27, and 33 months showed that mothers and fathers who were more positive in their parenting had children who displayed less pride, and that children whose parents (especially mothers) were more negative in their parenting evinced less shame. These counterintuitive findings are discussed in terms of differences between assessments of parenting obtained in this investigation of parenting antecedents and those obtained in other studies of parental responses in the achievement situation itself. Directions for future research are outlined.