Development And Influence Factors For Children’ Ositive Bias Of Self Perception Aged4to6

Positive bias of self perception refers to the individual tend to make positive evaluation in theprocess of understanding and evaluation of their own. Self perception is the basis of selfdevelopment. Positive bias of self perception is a typical characteristic in the process of children’ssocial cognitive development. Development of positive bias of self perception plays an importantrole in self-consciousness emotion and self-regulation.Based on the comprehensively theoreticaland empirical studies positive bias of self perception among children, the purpose of the study isto develop the assessment tools for children’s positive bias of self perception, to demonstrate theexisting of children’s positive bias of self perception from both the behavioral andelectrophysiological perspectives, and then to investigate the development characteristics andinfluence factors of children’s positive bias of self perception.Study1was to explore development of the assessment tools for children’s positive biasof self perception. Children’s positive bias of self perception measurement tools consists oftwo parts, namely Self-Rating Questionnaire of Early Children’s Self-Perception (self-rating)and Teacher Rating Questionnaire of Early Children’s Self-Perception (teacher-rating).Self-Perception Questionnaire of Early Children is also called Self-Description Questionnairefor Preschoolers. First, we revised Self-Description Questionnaire for Preschoolers which isdevelopment by Marsh and his team in2002from the view of children’s self-assessment.Children’ self-perception includes six dimensions, which is the self-perception of parentrelations, peer relations, math, verbal, physical ability, and appearance). Then we tested thereliability and validity of questionnaire.Secondly, in order to investigate children’s positivebias of self perception, the objective evaluation on their self-perception is needed. Thus, basedon the Chinese revision of SDQP, we developed the Teacher Rating Questionnaire of EarlyChildren’s Self-Perception and tested its reliability and validity. Children teacher was told toevaluate the objective behavior of the children on the six dimensions of the questionnaire.Finally, we compared the scores of children rating and teacher rating, their discrepancy coulddemonstrate the validity of children’s positive bias of self perception assessment, and alsoprove the existing of children’s positive bias of self perception.Study2was to demonstrate that children had positive bias of self perception from theperspective of electrophysiological using event related potential. In the experiment,dense-array EEG were collected from21, the mean age of66.38children, physicalself-perception as the theme was designed to stimulate the picture, picture of the experimentalscreen randomly presented stimuli (the positive emotions pictures and negative emotionalpictures). Children’s task is to determine the children’s performance in the pictures withthemselves or not. In order to compare stimulations difference, we tested a range of ERPcomponents at a number of time-points and scalp location. We look at whether there is apositive bias of self perception. Study3was to expolre the developmental characteristics of early children’s positive biasof self perception. In order to explore the developmental characteristics of positive bias of selfperception, we adopted assessment tools for children’s positive bias of self perception toexplore the developmental tendency and gender characteristics of children’s of464children4to6years old.Study4was to explore the relationships among children positive bias of self perception,teacher expectations and the teacher-student relationship. According to previous research，themediation model is set up. We investigated the influence of teachers’ expectations andteacher-student relationship on positive bias of self perception of4-6year-old children.The main conclusions were drawn as follow:1. Self Rating Questionnaire of Early Children’s Self-Perception was mainly composedof self-perception of parent relations, peer relations, math, verbal, physical ability, andappearance. The revised questionnaire was showed ideal reliability and validity.2. Teacher Rating Questionnaire of Early Children’s Self-Perception has ideal reliabilityand validity. There was same structure between the Self Rating Questionnaire of EarlyChildren’s Self-Perception and Teacher Rating Questionnaire of Early Children’sSelf-Perception. It was reasonable through the two questionnaire subtraction for difference.3. Early children’s positive bias of self perception was assessed by Self RatingQuestionnaire of Early Children’s Self-Perception and Teacher Rating Questionnaire of EarlyChildren’s Self-Perception. They could test the extent of children’s positive bias of selfperception.4. From reaction time and N400amplitude, there was an interaction betweenself-referential (self, non-self) and emotional valence (positive and negative). Early childrenexists positive bias of self perception.5. Children’s positive bias of self perception overall declining trend with increasing age,4-5years old decreased rapidly. Children different aspects of positive bias of self perceptionwere different development trend with the growth of the age.There was no significant genderdifference on children’s positive bias of self perception.6. Children’s positive bias of self perception could be significantly predicted by theteacher expectations. Teacher-student relationship played some intermediary role in theinfluence of primary teacher expectation on positive bias of self perception.