学龄前儿童社会退缩行为、家庭教养方式、亲子依恋及其同伴接纳的关系.pdf

学龄前儿童社会退缩行为、家庭教养方式、亲子依恋及同伴接纳的关系 Relationship between Preschoolers’ Social Withdrawal Behavior, Parenting Style, Parent-child Attachment and Peer Acceptance Abstract Social withdrawal is referred to as that individuals may reach an abnormal level of anxiety or fear when encountering a new environment or people. Such behavior can be further divided into three subtypes: the passive-retreat, silent-taciturn and active-retreat. This study was carried out by using scale method and observation method, with the assistance from teachers and parents. A group of kindergarten children aged from 3 to 6 was selected as research samples, and “Childrens Social Behavior Teacher Questionnaire” proposed by Ye was employed to further divide the samples into two groups: target group and control group, in order to understand the difference between the normal children and social withdrawal children. Reliability and validity of EMBU-P was tested, fulfilling the standard. Relationship between social withdrawal behavior, parenting style, parent-child attachment and peer acceptance was further investigated, with the following conclusions: (1) Age effect is profound in the taciturn and passive retreat; (2) Sex effect is significant, with more active retreat for boys and more taciturn and passive retreat for girls; (3) Great differences exist in peer acceptance, parent-child attachment and parenting styles for the two groups of children. Lower peer acceptance and parent-child attachment are found for social withdrawal children, and the four factors for parenting styles differ significantly; (4) Social withdrawal behavior and parent-child attachment, peer acceptance and pa