Abstract: Objective To investigate preschool children's social withdrawal behavior,and the relationships between preschooler's withdrawal behavior,coping style and teacher-pupil relationship.Methods Using the questionnaire of children's appraisals of the relationship between teachers and students,a sample of 186 children was interviewed,and 9 teachers were surveyed by using the social withdrawal checklist for children and the children's coping strategy questionnaire.Results TheResults showed that with increase of children's age,preschooler's social withdrawal behavior was decreased,scores of factors of social inhibition,solitary behavior,and emotional out of control were significantly decreased(P<0.05).Preschoolers adopted problem-solving and support seeking strategies more,avoidance,attacking and venting strategies less,they displayed less social withdrawal behavior.And meanwhile the more warmth/support provided by their teachers,the less negative interactions/conflict preschoolers experienced with their teachers,and they displayed the less social withdrawal behavior.Conclusion Preschool children's social withdrawal behavior is related with their coping style and their relationship with their teachers.

Key words: preschool children, social withdrawal behavior, teacher-pupil relationship, coping style

摘要： 目的 研究幼儿的社会退缩行为以及幼儿应对方式、师生关系与幼儿社会退缩行为的关系。方法 采用幼儿师生关系访谈问卷访谈了186名3～5岁幼儿,采用儿童社会退缩行为问卷、儿童应对方式问卷调查了9名任教老师。结果 随着幼儿年龄的增长,幼儿社会退缩行为减少,5岁幼儿的社会抑制、孤独和情绪失控得分均显著下降(P<0.05)。幼儿采用解决问题、寻求支持应对方式越多,采用逃避、攻击发泄应对方式越少,社会退缩行为越少。幼儿体会教师的温暖支持越多,与教师的不良交往/冲突越少,社会退缩行为越少。结论 幼儿的社会退缩行为与师生关系、幼儿的应对方式有关。

关键词: 幼儿, 社会退缩行为, 师生关系, 应对方式