European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee最新文献_第2页

What is goal blockage, really? A conceptual validation study 到底什么是目标阻碍？概念验证研究

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-09-01 DOI: 10.1016/j.erap.2024.101043

Vincent Roberge , Jean-Sébastien Boudrias

Introduction

Goal blockage is at the heart of explanations for the adoption of destructive behaviors by leaders towards their employees (Krasikova et al., 2013). Indeed, when a leader fails to achieve their goals, they may use destructive behaviors towards the source of this frustration. Despite the popularity of this explanation in the literature of destructive leadership, the construct of goal blockage has, to our knowledge, never been defined or even distinguished from similar constructs (e.g., frustration).

Objective

This study aims (1) to conduct a conceptual validation of the goal blockage construct (e.g., literature review, definition, differentiation from other constructs, and verification of suitability with its operationalization), and (2) to perform a psychometric validation of its measure (reliability, discriminant and criterion validity).

Method

We followed Locke's (2012) methodology to assess conceptual validity and we tested the psychometric properties of a goal blockage measure through series of correlational and confirmatory factor analyses. This research was conducted with French questionnaires.

Results

Goal blockage now has a clear and precise definition and its measure has been thoroughly validated and can be used for research purposes.

Conclusion

The ball is now in the researchers’ court in order to empirically assess the implication of goal blockage in various phenomena of interest, including leaders’ reactions and employees’ exposure to destructive forms of leadership.

目标阻碍是解释领导者对员工采取破坏性行为的核心（Krasikova et al., 2013）。事实上，当领导者未能实现他们的目标时，他们可能会对这种挫折的根源使用破坏性行为。尽管这种解释在破坏性领导的文献中很受欢迎，但据我们所知，目标阻碍的结构从未被定义过，甚至从未与类似的结构（例如挫折）区分开来。目的：本研究旨在(1)对目标阻塞构念进行概念验证（如文献综述、定义、与其他构念的区别以及验证其可操作性）；(2)对其测量进行心理测量验证（信度、判别效度和标准效度）。方法我们遵循Locke（2012）的方法来评估概念效度，并通过一系列相关和验证性因素分析来测试目标阻塞测量的心理测量特性。本研究采用法语问卷进行。结果目标阻塞有了明确、准确的定义，其测量方法也得到了充分的验证，可用于研究目的。现在轮到研究人员来实证评估目标阻塞在各种感兴趣的现象中的含义，包括领导者的反应和员工对破坏性领导形式的暴露。

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引用次数: 0

Mesurer la pensée critique de futurs enseignants : éléments de validation d’échelles dans trois nations francophones 衡量未来教师的批判性思维：三个法语国家量表的验证要素

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-08-28 DOI: 10.1016/j.erap.2025.101110

Florent Michelot , Sébastien Béland , Bruno Poellhuber

Introduction

Despite the importance of critical thinking in discourses or skills frameworks, this concept remains challenging to identify. Although the theoretical foundations are solid, the phenomenon is not easily quantified.

Objective

This article aims to contribute to developing French versions of critical thinking measurement tools by testing translated skills (HCTA; Halpern, 2010) and dispositions (CriTT; Stupple et al., 2017) tests in three French-speaking nations in Europe and America.

Methodology

The validity study of instruments scores was done in two steps, in a preliminary collection (n = 102) with principal component analyses, and in a main collection in Wallonia, France and Quebec (n = 245) with confirmatory factorial analyses.

Results

The proposed scales have positive metric qualities, particularly in terms of score reliability (respectively ω_t = .78, α = .66 and ω_t = .92, α = .92).

Conclusion

It allows us to apprehend them as solid alternatives to existing scales. We conclude this article by discussing their respective limitations.

尽管批判性思维在话语或技能框架中很重要，但这个概念仍然具有挑战性。虽然理论基础是坚实的，但这种现象并不容易量化。本文旨在通过在欧洲和美国的三个法语国家测试翻译技能（HCTA; Halpern, 2010）和性格（CriTT； Stupple等人，2017）测试，为开发法语版批判性思维测量工具做出贡献。方法：工具评分的效度研究分两步进行，在初步收集（n = 102）中采用主成分分析，在法国瓦隆尼亚和魁北克的主要收集（n = 245）中采用验证性析因分析。结果所设计的量表具有良好的度量质量，特别是在得分信度方面（ωt = ）。78年,α = 。66 ωt = 。92年,α = .92)。它使我们能够将它们理解为现有尺度的可靠替代品。我们通过讨论它们各自的局限性来结束本文。

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引用次数: 0

Supporting the uncertainty of jobseekers: The impact of participative support on role ambiguity reduction and positive attitudes towards return to work 支持求职者的不确定性：参与性支持对减少角色模糊性和积极重返工作的影响

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-08-26 DOI: 10.1016/j.erap.2024.101014

Anthony Clain, Pierre De Oliveira, Brigitte Minondo-Kaghad, Edith Salès-Wuillemin

Introduction

Job search is strongly associated with uncertainty and the mobilization of psychological resources. Existing evidence suggests that the nature of support provided by counsellors holds the potential to effectively manage this uncertainty. However, the literature presents seemingly contradictory viewpoints. In the face of uncertainty, should one lean towards directive support, or is the promotion of autonomy through participative support a more viable approach.

Objective

This study aims to investigate whether the perceived type of support influences factors conducive to return to work and whether this association is mediated by the capacity of participative support to regulate uncertainty among jobseekers.

Method

The study involved 94 jobseekers who completed a questionnaire that included measures of leadership (directive/participative), uncertainty (role ambiguity), and factors conducive to return to work (e.g., motivation to work, self-efficacy, job search behaviours).

Results

The results confirm the hypotheses: only perceived participative support is associated with greater motivation to work and self-efficacy among jobseekers. Additionally, the impact of participative support on the expression of autonomous motivation is found to be mediated by the reduction of uncertainty.

Conclusion

The results are discussed within the framework of leadership approaches in uncertain situations and the context of organizational change. The implications shed light on the dynamics of support types in the job-seeking process.

求职与不确定性和心理资源的调动密切相关。现有证据表明，辅导员提供的支持的性质具有有效管理这种不确定性的潜力。然而，文献提出了看似矛盾的观点。面对不确定性，人们应该倾向于直接支持，还是通过参与性支持来促进自主权是一种更可行的方法？目的探讨支持的感知类型是否会影响求职者重返工作的因素，以及参与性支持调节求职者不确定性的能力是否在这种关联中起中介作用。方法对94名求职者进行问卷调查，问卷内容包括领导力（指导性/参与性）、不确定性（角色模糊性）和有利于重返工作岗位的因素（如工作动机、自我效能感、求职行为）。结果结果证实了假设：在求职者中，只有感知到的参与性支持与更高的工作动机和自我效能感相关。此外，研究发现参与性支持对自主动机表达的影响以不确定性的减少为中介。结论在不确定情境和组织变革背景下的领导方法框架内讨论了研究结果。其含义揭示了求职过程中支持类型的动态。

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引用次数: 0

Guilt or apathy? A dual-path curvilinear model of turnover intention and voice 内疚还是冷漠？离职意向与离职意向的双路径曲线模型

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-08-22 DOI: 10.1016/j.erap.2025.101111

Xiaotian Wang , Mengjia Ma , Jinyun Duan , Yujie Cai

Introduction

Turnover intention is widely examined as a predictor of employee exit, but its impact on the behavior of those who remain in the organization is rarely examined. Understanding how remaining employees behave when they consider leaving is crucial for maintaining organizational functioning.

Objectives

This study explores how turnover intention influences employee voice behavior, focusing on the underlying emotional mechanisms and their nonlinear effects.

Method

A three-wave, multi-source survey was conducted with 271 employees and 95 direct supervisors in Chinese enterprises. Turnover intention was measured at Time 1, emotional responses (guilt and apathy) at Time 2, and supervisor-rated voice behavior at Time 3. Structural equation modeling was used to test the dual-path, curvilinear mediation model.

Results

Results reveal that turnover intention affects voice behavior through two distinct curvilinear paths. At low-to-moderate levels, turnover intention increases guilt, which promotes voice. At moderate-to-high levels, it increases apathy, which suppresses voice. The mediation effects of guilt and apathy were both supported.

Conclusion

This study highlights the complex, nonlinear impact of turnover intention on voice behavior through distinct emotional pathways. These findings emphasize the importance of recognizing and managing emotional reactions in employees with varying levels of turnover intention. Organizations should not automatically assume silence or voice reflects disengagement or commitment, respectively; instead, they should provide emotional support and meaningful communication channels to guide employees through their intention to leave while sustaining their capacity for constructive contributions.

离职意向作为员工离职的预测因素被广泛研究，但其对留在组织中的员工行为的影响却很少被研究。了解留下来的员工在考虑离职时的行为对维持组织的运作至关重要。目的探讨离职倾向对员工建言的影响机制，重点研究离职倾向的潜在情绪机制及其非线性效应。方法采用三波多源调查方法，对271名企业员工和95名直接主管进行调查。在时间1测量离职意向，在时间2测量情绪反应（内疚和冷漠），在时间3测量主管评价的建言。采用结构方程模型对双路径曲线中介模型进行检验。结果离职意向通过两条不同的曲线路径影响建言。在低至中等水平，离职倾向会增加内疚感，从而促进发声。在中高水平时，它会增加冷漠，从而抑制声音。内疚和冷漠的中介作用都得到了支持。结论离职意向通过不同的情绪通路对建言产生复杂的非线性影响。这些发现强调了识别和管理具有不同离职倾向的员工的情绪反应的重要性。组织不应该自动认为沉默或声音分别反映了脱离或承诺；相反，他们应该提供情感支持和有意义的沟通渠道，引导员工完成离职的意图，同时保持他们做出建设性贡献的能力。

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引用次数: 0

Preschool and Kindergarten Behavior Scales - Social Skills and Student-Teacher Relationship Scale - short form: A French validation study 学前和幼儿园行为量表-社会技能和师生关系量表-简短形式：一项法语验证研究

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-07-01 DOI: 10.1016/j.erap.2025.101099

Ophélie Courbet , Fabrice Brodard , Marianne Habib , Thomas Villemonteix

Background

Social and emotional competencies and teacher-student relationships quality are intertwined and are increasingly targeted by programs and interventions delivered in the school context. Thus, researchers and practitioners need assessment tools validated in their own language to evaluate the impact of these programs on children's skills and relationships with teachers. Validated scales are currently lacking in French. This study examined the factor structure, internal consistency, convergent and predictive validity of the French version of two scales: the Preschool and Kindergarten Behavior Scales - Social Skills (PKBS-SS) assessing children social and emotional competencies, and the Student-Teacher Relationship Scale - Short Form (STRS-S) evaluating teacher-child relationship quality.

Methods

A sample of 982 3-to-6-years-old children were rated by their teacher using teacher-rated questionnaires, and standardized observations were also collected.

Results

The PKBS-SS and the STRS-S displayed adequate to excellent internal consistency and adequate construct validity. Factor structure was confirmed for the STRS-S but not for the PKBS-SS: results of exploratory and confirmatory factor analyses did not confirm the original three-factor structure and a five-factor solution best fitted with data.

Conclusion

French validation of these scales is an important step to assess social and emotional competencies and teacher-child relationships among French children. These scales will be relevant both for program evaluation and to identify pupils needing additional support to develop social and emotional competencies.

社会和情感能力以及师生关系质量是相互交织的，并且越来越多地成为学校环境中提供的项目和干预措施的目标。因此，研究人员和从业人员需要用他们自己的语言验证的评估工具来评估这些项目对儿童技能和与教师关系的影响。目前缺乏法语的有效量表。本研究考察了评估儿童社会能力和情感能力的学前和幼儿园行为-社会技能量表（PKBS-SS）和评估师生关系质量的师生关系简易量表（STRS-S）法语版量表的因素结构、内部一致性、收敛性和预测效度。方法采用教师评价问卷对982名3 ~ 6岁幼儿进行评价，并进行标准化观察。结果PKBS-SS与STRS-S具有较好的内部一致性和较好的结构效度。STRS-S的因子结构得到确认，PKBS-SS的因子结构未得到确认：探索性和验证性因子分析的结果未证实最初的三因子结构和最符合数据的五因子解。结论该量表的法语验证是评估法国儿童社会能力、情感能力和师生关系的重要步骤。这些量表将与项目评估和确定需要额外支持以发展社会和情感能力的学生相关。

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引用次数: 0

Validation of a French version of the Theory of Mind Inventory 2 法语版心理理论量表的验证2

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-07-01 DOI: 10.1016/j.erap.2024.101042

Marine Houssa, Poline Simon, Nathalie Nader-Grosbois

Objective

This study aimed to validate the translated French version of Theory of Mind Inventory 2 (ToMI2-vf), initially developed by Hutchins et al. (2016), which assesses adults’ perception of children's Theory of Mind (ToM) abilities in daily life.

Method

Belgian parents of 478 children, from 2 to 12 years old, completed three questionnaires: ToMI2-vf and French versions of the Griffith Empathy Measure (GEM-vf) and the Emotion Regulation Checklist (ERC-vf). The children performed the Theory of Mind task Battery.

Results

The results for ToMI2-vf showed very good internal consistency and a two-factor structure corresponding to ‘Early ToM’ and ‘First- and second-order ToM’. Positive links with age and significant differences between age groups were identified from the ToM2-vf scores. Convergent validity was confirmed by positive significant correlations between the ToMI2-vf scores and children's performances in ToM task Battery, as well as between the ToMI2-vf scores and those in the empathy and emotion regulation measures. A negative correlation was emphasized between the scores in ToMI2-vf and in emotion dysregulation.

Conclusion

The ToMI2-vf presents good psychometric qualities and could be useful for assessment of typically and atypically developing children in future research and in clinical practice.

目的本研究旨在验证由Hutchins等人（2016）最初开发的法语翻译版心理理论量表2 (ToMI2-vf)，该量表评估成人在日常生活中对儿童心理理论（ToM）能力的感知。方法对478名2 ~ 12岁儿童的比利时父母进行问卷调查：ToMI2-vf、法语版格里菲斯共情量表（GEM-vf）和情绪调节检查表（ERC-vf）。孩子们执行心智理论任务。结果ToMI2-vf具有良好的内部一致性，具有“早期ToM”和“一、二阶ToM”的双因子结构。从ToM2-vf分数中可以确定与年龄的正相关和年龄组之间的显着差异。ToMI2-vf得分与儿童在ToM任务组中的表现，以及ToMI2-vf得分与共情和情绪调节量表的表现之间的正显著相关证实了收敛效度。ToMI2-vf得分与情绪失调呈负相关。结论ToMI2-vf量表具有良好的心理测量质量，在今后的研究和临床实践中可用于典型和非典型发育儿童的心理评估。

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引用次数: 0

Étude des propriétés psychométriques du Questionnaire d’attachement au chien chez l’enfant 儿童爱犬问卷的心理测量特性研究

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-07-01 DOI: 10.1016/j.erap.2025.101114

Gabrielle Tessier , Valérie Simard

Introduction

Secure attachment to caregivers is largely recognized as a facilitator of child development. Studies among adults suggest that they may form a full-blown attachment to their pet dog, including the four key features of an attachment relationship (seeking proximity, safe haven, separation distress, secure base).

Objective

This study aimed to validate the Attachment to Dog Questionnaire for Children (ADQC), which measures these core dimensions of child-to-dog attachment.

Methods

Parents (n = 433; 94.5% mothers) of four- to seven-year-olds completed online the ADQC, along with questionnaires assessing the child's socio-emotional development, and parental reflective functioning.

Results

Exploratory factor analyses revealed that the ADQC taps two factors (proximity seeking/separation distress, secure base), each showing good internal consistency. The ADQC scores had large correlations with the Short Attachment to Pet Scale, suggesting good convergent validity. Associations were also observed between the ADQC and the child's empathy, theory of mind and emotion regulation, most of which remained significant when controlling for parental reflective functioning.

Conclusion

A strong attachment of the child to his/her pet dog could contribute to socioemotional development, beyond the parent's ability to foster such development (e.g., through adequate mentalization of the child).

对照顾者的安全依恋在很大程度上被认为是儿童发展的促进者。对成年人的研究表明，他们可能会对宠物狗形成一种全面的依恋，包括依恋关系的四个关键特征（寻求接近、避风港、分离痛苦、安全基础）。目的对《儿童犬依恋问卷》（ADQC）进行验证，该问卷测量了儿童犬依恋的核心维度。方法4 ~ 7岁儿童的家长（n = 433；94.5%为母亲）在线完成ADQC，同时填写评估儿童社会情感发展和父母反思功能的问卷。结果探索性因子分析显示，ADQC有两个因子（邻近寻求/分离困扰、安全基地），且各因子具有较好的内部一致性。ADQC得分与短期宠物依恋量表有较大的相关性，表明具有较好的收敛效度。ADQC与儿童的共情、心理理论和情绪调节之间也存在关联，其中大部分在控制父母反思功能时仍然显着。结论：儿童对宠物狗的强烈依恋可能有助于社会情感的发展，这超出了父母培养这种发展的能力（例如，通过对儿童进行充分的心理化）。

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引用次数: 0

Home attachment-based interventions in child protection services: A systematic review 基于家庭依恋的儿童保护服务干预：系统回顾

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-07-01 DOI: 10.1016/j.erap.2025.101112

Tess Bretesché , Emmanuelle Toussaint , Fabien Bacro

Background

Child Protection Services (CPS) are designed to ensure the safety and well-being of children, protecting them from abuse, neglect, exploitation, and other forms of harm. Research indicates that children who have experienced such violence are more likely to develop behavioral or mental health issues and face a higher risk of disorganized attachment compared to the general population (Dozier et al., 2001; Pears & Fisher, 2005). In response, attachment-based interventions implemented within the home environment have emerged as a promising approach to address the complex needs of children and families involved in the child protection system, including biological parents, extended families, or foster families.

Objective

This systematic review aims to explore and synthesize the existing literature on home attachment-based interventions within the context of Child Protection Services.

Participants and setting

Twelve studies describing four home-based interventions were identified. These studies involved samples of caregivers and children ranging in age from birth to 9 years old.

Methods

A search of PsycINFO, Web of Science, and PubMed was conducted for studies published between 2014 and 2023. Studies were included if they detailed home-based interventions and reported on outcomes related to attachment or sensitivity. The studies varied in terms of intervention modalities, sample sizes, age groups, and outcomes.

Results

The findings suggest that home attachment-based interventions in Child Protection Services show potential for improving caregiver-child relationships and addressing attachment-related issues.

Conclusions

By intervening within the familiar context of the home and utilizing the principles of attachment theory, these interventions hold significant promise for fostering secure, nurturing relationships between caregivers and children.

儿童保护服务（CPS）旨在确保儿童的安全和福祉，保护他们免受虐待、忽视、剥削和其他形式的伤害。研究表明，与一般人群相比，经历过这种暴力的儿童更有可能出现行为或心理健康问题，并面临更高的无组织依恋风险（Dozier et al., 2001; Pears & Fisher, 2005）。作为回应，在家庭环境中实施的基于依恋的干预措施已经成为一种有希望的方法，可以解决儿童和涉及儿童保护系统的家庭的复杂需求，包括亲生父母、大家庭或寄养家庭。目的对儿童保护服务背景下家庭依恋干预的文献进行梳理和综合。共有12项研究描述了4种基于家庭的干预措施。这些研究涉及从出生到9岁的照顾者和儿童的样本。方法检索2014 - 2023年间发表的PsycINFO、Web of Science、PubMed等文献。如果研究详细说明了以家庭为基础的干预措施，并报告了与依恋或敏感性相关的结果，则将其纳入研究。这些研究在干预方式、样本量、年龄组和结果方面各不相同。结果在儿童保护服务中，基于家庭依恋的干预显示出改善照顾者与儿童关系和解决依恋相关问题的潜力。结论：通过在熟悉的家庭环境中进行干预，并利用依恋理论的原则，这些干预措施对培养照顾者和儿童之间安全、养育的关系有着重要的希望。

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引用次数: 0

La difficile rencontre entre des parents d’enfants intellectuellement doués et leur communauté : une étude qualitative 有智力天赋孩子的父母和他们的社区之间的艰难相遇：定性研究

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-07-01 DOI: 10.1016/j.erap.2025.101115

Anne Brault-Labbé , Gabrielle Comtois , Catherine Dupuis-Fortier , Mélina Morin , Joanie Poirier , Alexis Hubert

Introduction

Several intellectually gifted children present vulnerabilities for which their parents are called upon to offer daily support, in communities where the complexity of giftedness often remains unknown.

Objective

This qualitative study describes difficulties experienced by gifted children's parents toward their community.

Method

A total 180 gifted children's parents described their experience via a secured online questionnaire. A thematic analysis was carried out on the data thus collected.

Results

Results describe, on one hand, parents’ own experience towards community and, on the other hand, the reactions pertaining to giftedness that they perceive in their community as leading to some of their difficulties.

Conclusion

The importance of social awareness and of training programs about giftedness are discussed.

引言一些有智力天赋的孩子表现出脆弱性，他们的父母被要求提供日常支持，在这些社区，天赋的复杂性往往是未知的。目的本研究描述资优儿童的父母在社区中遇到的困难。方法180位资优儿童的父母通过一份安全的在线问卷描述了他们的经历。对这样收集的数据进行了专题分析。结果：结果一方面描述了父母自己对社区的体验，另一方面描述了他们在社区中对天赋的反应，这些反应导致了他们的一些困难。结论探讨了提高社会对儿童资优意识和开展资优培训的重要性。

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引用次数: 0

Assessing metacognition in French preschoolers with F-CHILD 3-5 and F-McKI-j: A validation study 法国学龄前儿童F-CHILD 3-5和F-McKI-j的元认知评估：一项验证性研究

IF 1.4 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee

Pub Date : 2025-07-01 DOI: 10.1016/j.erap.2024.101013

Marion Leclercq , Youssef Tazouti , Loren Marulis , Jérôme Clerc

Objective

The aim of this study was to validate the French translation and adaptation of two tools measuring metacognitive processes in preschoolers. Although the conceptualization and assessment of metacognition is a growing topic in developmental psychology, it tends to be underestimated in early childhood because few ecologically-valid tools exist that accurately assess the dynamic and multidimensional nature of metacognitive processes in childhood. Furthermore, the few existing tools are written in English, limiting the understanding and application of the development, functioning, and associations between the components of metacognition.

Method

The current study addresses this limitation by translating and validating into French two tools named F-CHILD 3-5, an observational teacher rating of metacognitive skills measures (Checklist of Independent Learning Development for 3-5; Whitebread et al., 2009); and F-McKI-j a Metacognitive Knowledge Interview measures (McKI; Marulis et al., 2016). Specifically, these tools were translated and adapted in 106 French preschoolers 4-5-years old.

Results

Results included satisfactory psychometric properties for both tools – stronger for the F-CHILD 3-5 – and metacognitive levels similar to those found using the original English versions.

Conclusion

These new tools, the first of their kind validated in French and adapted to French, should facilitate cultural comparisons, promote a more comprehensive and international understanding of metacognitive processes in early childhood.

目的验证两种测量学前儿童元认知过程的工具在法语翻译和适应中的作用。虽然元认知的概念化和评估在发展心理学中是一个日益增长的话题，但它在儿童早期往往被低估，因为很少有生态有效的工具能够准确评估儿童时期元认知过程的动态性和多维性。此外，现有的少数工具是用英语编写的，这限制了对元认知组件之间的发展、功能和关联的理解和应用。目前的研究通过翻译和验证两种名为F-CHILD 3-5的工具来解决这一局限性，F-CHILD 3-5是一种观察性教师评价元认知技能的工具（3-5独立学习发展清单；Whitebread et al., 2009）；和F-McKI-j元认知知识访谈测量（McKI; Marulis et al., 2016）。具体来说，这些工具在106名4-5岁的法国学龄前儿童中进行了翻译和改编。结果包括两种工具令人满意的心理测量特性- F-CHILD 3-5更强-以及与使用原始英语版本相似的元认知水平。这些新工具首次在法语中得到验证并适用于法语，有助于文化比较，促进对幼儿元认知过程的更全面和国际化的理解。

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引用次数: 0