Research of realistic optimism in preschool children

根据Seligman（1991）的定义，乐观风格是将负面事件归因于外部，不稳定和特定原因的倾向，而悲观风格则需要将这些事件归因于内部，稳定和全球原因。虽然先前的研究已经表明，乐观的归因风格与身体和心理健康，它已被指出，乐观的偏见，不接受负反馈导致不切实际的乐观。幼儿被认为比青少年和成年人更乐观和更有弹性，但往往是不现实的。本研究旨在通过对学龄前儿童的访谈、唾液α-淀粉酶的测定以及对父母的问卷调查，来了解学龄前儿童的现实乐观主义。在采访中，171名4岁和5奥尔兹的儿童被问及他们对过去成功和失败的归因方式。用Salivette和ALS收集唾液α-淀粉酶 ...更多信息 o通过便携式监测器（α-Amy）测量。对于每个孩子，父母完成了3个项目（外部内部，不稳定稳定，稳定，具体的全球）6个评级的5个成功的情况和5个失败的情况下，他们的孩子。结果表明，学龄前儿童不仅将成功归因于内因，而且也将失败归因于内因，但在不稳定-稳定和具体-整体两个维度上，大多数儿童表现出乐观的归因风格。在高度乐观归因组中，有一定数量的儿童在成功和失败时都选择了积极的情绪反应，其唾液a-淀粉酶水平显著高于成功时选择积极情绪反应和失败时选择消极情绪反应的儿童。此外，在父母的评级的儿童谁选择了积极的情绪反应，在成功和失败的低乐观归因组表现出更高的评级比高度乐观的归因组。从这些结果，学龄前儿童的现实乐观进行了讨论。少

According to Seligman(1991), the optimistic style is defined as a tendency to attribute negative events to external, unstable, and specific causes, whereas a pessimistic style entails the attribution of such events to internal, stable, and global causes. Although prior research had demonstrated that the optimistic attributional style was linked with physical and psychological health, it has been pointed out that optimistic bias without accepting negative feedback causes unrealistic optimism. Young children are supposed to be more optimistic and resilient than adolescents and adults, but often unrealistic. The purpose of this study was to illustrate preschool-age children's realistic optimism through interviews with children, assay of salivary a-amylase, and questionnaires to their parents. In the interviews, 171 fouryear-olds and five-year-olds were asked about their attributional style to their successes and failures in the past. Salivary a-amylase was collected with Salivette and als … More o measured by a portable monitor (α-Amy). For each child, a parent completed 3 items (external-internal, unstable-stable, specific-global) by 6 ratings for 5 successful situations and 5 failed situations for their children. The results showed that preschool children attributed not only successes but also their failures to internal causes, although most children showed an optimistic attributional style in the aspects of unstable- stable and specific-global. In the highly optimistic attributional group, there were a certain number of children who chose positive emotional response at both success and failure, and their salivary a-amylase increased significantly compared to that of children who chose positive emotional responses at success and negative at failure. Also, in parents' ratings of children who chose positive emotional responses at both success and failure the low optimistic attributional group showed higher ratings than the highly optimistic attributional group. From these results, realistic optimism of preschool children is discussed. Less