城乡儿童害羞和社交淡漠的发展及其脑电特征：社会环境的作用

Socially-withdrawn children frequently remove themselves from opportunities for social interaction and are a substantive increased risk for wide range of socio-emotional and school adjustment difficulties. However, there is growing evidence to suggest that there are subtypes of social withdrawal, that differ in terms of their underlying motivational and emotional substrates. For example, whereas shyness is characterized by the internal conflict between social approach motivation and social avoidance motivation, unsociability (or social disinterest) refers to a non-fearful preference for solitude. Moreover, results from recent research indicate that the meaning and implication of both shyness and unsociability may be moderated by social and cultural contexts. To date, we know very little about the processes by which the social environment may impact upon the links between social withdrawal subtypes and children's adjustment. The primary goal of the proposed three-year longitudinal study is to explore the role of psychophysiology (e.g., EEG), the social environment (e.g., rural vs. urban), family factors (e.g., parenting), and peer relationships in the links between shyness, unsociability and children's socio-emotional and school adjustment. Participants will be about 1,000 third to sixth grade students from both rural and urban areas. Data on children's shyness, unsociability, and adjustment outcomes, parenting practices, and peer relationships will be obtained from multiple sources (e.g., peer assessments, teacher/parent ratings, self-reports, school records). Latent growth models and multilevel structural equation models will be employed to detect the influence of social environment on the developmental trajectories of shyness and unsociability and children's social functioning. We will also select six sub-groups (n=30 in each group) of children with extreme scores on shyness and unsociability, as well as a control group, each in rural and urban areas for a more in depth EEG and ERP study. The frontal EEG asymmetry and early ERP components in face processing will be collected over the following three years. This will allow for us to also examine the additional effects of the social environment on the underlying psychophysiological indicators of social withdrawal. Finally, we will examine a comprehensive and complex theoretical model linking children's social characteristics, psychophysiology, environmental factors, and children's social-emotional and school adjustment. This research will address critically important issues pertaining to the etiology and implication of different types of social withdrawal in different contexts over time among Chinese children. In this regard, our findings will make a direct and substantive contribution to the wellbeing of children and their families.

本研究拟选取城市和农村儿童各500人，通过为期三年的纵向研究设计，从儿童、父母、教师、同伴等多个来源搜集有关儿童害羞、社交淡漠、适应状况等多方面信息，借助潜变量增长模型（LGM）、多层级结构方程模型等统计技术，系统考察城乡背景、教养行为、同伴关系等社会环境因素对害羞和社交淡漠发展轨迹及其适应功能的影响；并通过对其中180名典型害羞、典型社交淡漠及控制组儿童前额叶脑电非对称性和情绪面孔加工ERP成分发展的追踪研究，揭示社会环境影响害羞和社交淡漠发展的生理机制。在此基础上，尝试建立社会环境、个体行为和脑机制相互作用影响儿童适应结果的过程模型。本研究结果有助于了解宏观环境影响个体所处近体环境，并进而影响个体行为及神经机制的过程，找出害羞和社交淡漠儿童发展的保护性因素和危险因素，从而为相关理论模型的完善以及现实的临床干预、教育实践提供坚实的实证基础。

作为儿童适应与发展的重要风险因素，儿童期社会退缩近年来受到了研究者的关注。最初的研究多是将社会退缩视作单一维度的概念。而近期的研究则表明，社会退缩是一个复杂的、多维度的现象，可细分为害羞和社交淡漠等不同的亚型。已有研究考察了不同亚型社会退缩的适应功能。然而，很少有研究关注不同社会背景下，两类社会退缩儿童适应发展的过程与轨迹，以及生理和环境因素在上述发展过程中的作用。基于此，本研究选取3000余名城市、城镇以及农村儿童，进行了为期三年的追踪研究，从儿童、父母、教师、同伴等多个来源收集儿童社会行为、社会关系以及适应发展状况等多方面信息，并借助多水平结构方程模型、交叉滞后回归分析等统计分析手段，系统考察了不同亚型社会退缩儿童适应发展的过程以及社会环境、社会关系等因素在其中扮演的角色。同时，研究选取80余名典型害羞和典型社交淡漠儿童，考察了不同亚型社会退缩儿童的静息态脑电及情绪认知加工的脑电特征。研究工作主要取得了以下进展：（1）考察了害羞和社交淡漠行为的适应功能及其情境特异性，包括害羞和社交淡漠儿童适应风险的差异比较、社会和文化情境对害羞和社交淡漠行为及其适应功能的影响、害羞和社交淡漠适应功能的年龄差异等；（2）考察了害羞和社交淡漠行为影响儿童适应结果的作用过程与机制，包括宏观环境影响害羞、社交淡漠及其适应功能的作用过程，害羞、社交淡漠与社会关系、适应结果在发展过程中的相互作用过程等；（3）揭示了影响害羞和社交淡漠儿童适应功能的保护性因子，如友谊质量、师生关系、应对策略、行为控制等；（4）考察了害羞和社交淡漠儿童在静息态脑电以及情绪认知加工的脑电成分差异。本项目共发表论文24篇，其中SSCI索引的期刊论文15篇，CSSCI核心期刊论文6篇。研究结果在一定程度上揭示了中国文化背景下，害羞与社交淡漠儿童适应发展的过程与机制，为相关理论的完善及现实干预实践提供了坚实的实证基础。

内容获取失败，请点击重试