Characteristics Of The Development And Impact Of Children's Self-control Mechanism Research

Self control is the core concept of construction of personality, it helps individuals master their own mind and behiviors, and early childhood is a key period for formation and development of self control. Based on the comprehensively theoretical and empirical studies of self control among children, the purpose of the study is to surround the development of children's self control, brain mechanism and the comprehensive influence of genetic and social environmental factors, explore the effective way to improve development of children's self control.Study 1:The formation of children self control teacher's rating questionnaire. Based on combing and modifying preliminary studies, according to the structure of self control (Rules compliance, Persistence, Impulse inhibition, Self-delay of gratification) which has been proved, we draw up children self control teacher's rating questionnaire. Then we also examine the questionnaire's reliability (internal consistency reliability, test-retest reliability, split-half reliability, score consistency reliability) and validity (construct validity, structure validity, content validity, congruent validity).The construct validity was analyzed by the MTMM correlation matrix which rating by teachers and children situation experiment.Study 2:The developmental characteristics of early childrens'self-control. In order to explore the developmental characteristics of self control, we adopted the children self control teacher's rating questionnaire to investigate the developmental trends of 1546 children 3 to 5 years old. In order to explore the critical period of self control, we classified the age by 6 months carefully, and we also examined the development among the 4 factors of self control within different gender and age groups.Study 3:The study combined the "children self control teacher's rating questionnaire" and event-related potentials (ERPs) experiment, and through the children were tested (N=33) and adult subjects (N=20) of the EEG components (N1, N2, P3) comparative study of EEG, to reveal the characteristics of children's self control brain mechanism; In addition, to study whether the N2 and P3 component can predict the level of self-control, indicating the ERP results'social significance; and to find the developmental characteristics of self-control brain mechanisms of the children with different levels.Study 4:The influence of temperament, teacher expectations and peer acceptance on early childrens'self control. The development of childrens'self control is inseparable from social environments and genetic factors, the research main examined the impact of the temperament and the social environment in the kindergarten factors (teacher expectations and peer acceptance) on childrens'self-control(N=520), we established a moderated mediator model by SEM, trying to reveal comprehensive developmental characteristics of early childrens'self-control mechanism.Based on the above analysis results on the development of children's self control, this study generally discussed the development trends and characteristic, brain mechanism, the influence on self control. The main conclusions were drawn as follow: 1. The children self control teacher's rating questionnaire has superior reliability and validity, and the questionnaire can be used as Chinese children's measurement tool of self control.2. Childrens' self control showed a developmental tendency with the increase of age, the age from 3.5 to 4.5years old is the critical period of self control. Gender differences were very significant indicating that the developmental level of girls' self control was much higher than boys'.The ability of Rules compliance of boys lagged hehind other dmensons of self control, on the contrary, the ability of Rules compliance was the highest in girls' group.3. Children have greater difficulty in behavior inhibition task than adults, significantly larger N1, N2 and P3 peak amplitudes and peak latency were found for children than for adults. This may be related to the brain is not yet mature in early childhood.4. The smaller P3 peak amplitude related higher ability of children's Rules compliance, Impulse inhibition, and actual performance of inhibition.P3 component in child period reflects the operation-specific for task, and also reflects the children's ability of inhibiton and the actual performance.5. The smaller N2 peak amplitude related higher ability of children's self-control, Persistence, Self-delay of gratification.The function of N2 component in childrens' period may simply reflect a general ability of self-control, but can not predict the actual performance, which may also be related to early childhood brain development premature.6. Temperamental attention, temperamental activity, temperamental social inhibition, temperamental reaction, temperamental emotionality can predict the development of self control differently, and in boy group, the impact of temperamental attention on self control was higher than girl group, in younger group, the impact of temperamental activity on self control was higher than girl group.7. Teacher expectations of daily behavior and psychoquality can effectively predict the level of self-control, and the impact of daily behavior of teacher expectations of boys on the self-control was greater than the girls.8. Peer acceptance can effectively predict the level of self-control, and the impact of peer acceptance of boys on the self-control was greater than the girls.9. The temperament, peer acceptance and teacher expectations influence childrens' self control interactively, and the peer acceptance is the moderated mediator, it was the mediator from temperamental reaction, temperamental attention and teacher expectations of daily behavior to self control, and also moderated by temperamental emotionality. The teacher expectation of psychoquality and temperamental social inhibition influenced self control interactively.10. Peer acceptance and temeramental emotionality influenced the boy's self control interactly, but no impact on girls, for boys with high temeramental emotionality, peer acceptance did not affect self control, only for the boy with low temeramental emotionality, peer acceptance can affect self control. Teacher expectation of psychoquality can predicted boys'self control, but no impact on girls'. Teacher expectation of psychoquality and temperamental social inhibition influenced the boy's self control interactly, but no impact on girls, and when teachers given boy high enough psychoquality expectations, even if the boy had high level of social inhibition, they also can have good self control, but when teachers given boy lower level of psychoquality expectations, temperamental social inhibition influenced the self control negatively.11. The development of early children self-control is affected by the interaction of heredity and social environment, combined with the physiological structure of the brain maturation and development, it is also a comprehensive process which is staggered complex, but highly interrelated.