儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力预期的追踪

A Follow-up Study of Self-imposed Delay of Gratification at Age 4 as a Predictor of Children’s School-based Social Competences at Age 9

采用追踪研究，用实验室实验和情境观察相结合的方法考察了54名儿童4岁时的自我延迟满足能力，5年后结合教师访谈与评定、同伴提名、儿童自评等方法综合评定这些儿童9岁时的学校社会交往能力，探讨儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力的预期作用。结果表明：儿童4岁时的自我延迟满足能力水平可以预期其9岁时的学校社会交往能力水平。4岁时自我延迟满足能力高的儿童在9岁时的学校社会交往能力总体发展也好，其遵守规则与执行任务能力、与教师交往能力、与同伴交往能力、社交情绪发展水平都显著高于那些在4岁时自我延迟满足能力低的儿童；反之则差。

Self-imposed delay of gratification refers to a type of choice orientation to forego immediate gratification for the sake of more valuable delayed outcomes， and to the ability of self-control shown during the waiting process. Previous follow-up studies on the long-term effects of self-imposed delay of gratification indicate that children who have longer delay at age of 4 or 5 years are more academically and socially competent and can cope with frustration and stress better than those who have sh