目的：检验自我报告独处偏好访谈中文版在中国学前儿童中的信度和效度。方法：本研究样本来自随机抽取的上海市3所公立幼儿园3~6岁学前儿童（N=473，Mage=4.72岁，SD=0.57，242个男孩，占51%）。对幼儿进行独处偏好访谈和同伴提名访谈，幼儿母亲完成儿童社会偏好量表，6个月后，这些儿童的带班教师完成儿童行为教师评定量表和儿童行为量表。结果：验证性因素分析显示，自我报告独处偏好访谈单因素模型拟合良好（χ²=161.72，df=44，χ²/df=3.68，P<0.001，GFI=0.95，AGFI=0.93，CFI=0.86，IFI=0.86，RMSEA=0.07），自我报告独处偏好访谈与同时期测量的儿童社交淡漠显著正相关（r=0.13，P<0.05），与6个月后教师评定的儿童社会性显著负相关（r=-0.13，P<0.05）和不合群行为显著正相关（r=0.16，P<0.01），且具有较高的内部一致性信度（α=0.74）和重测信度（α=0.78）。结论：自我报告独处偏好访谈在中国学前儿童中具有较好的信、效度，可作为中国学前儿童独处偏好自我报告的评估工具。

1 Rubin KH, Coplan RJ, Bowker J. Social withdrawal in childhood. Annual Review of Psychology, 2009, 60:141-171
2 朱晶晶, 谢庆斌, 李燕, 等. 儿童社会偏好量表在中国学前儿童中的应用分析. 中国临床心理学杂志, 2017, 25(2):268-271
3 Coplan RJ, Ooi LL, Nocita G. When One Is Company and Two Is a Crowd:Why Some Children Prefer Solitude. Child Development Perspectives, 2015, 9(3):133-137
4 Liu J, Chen X, Coplan RJ, et al. Shyness and Unsociability and Their Relations with Adjustment in Chinese and Canadian Children. Journal of Cross-Cultural Psychology, 2015, 46 (3):371-386
5 Coplan RJ, Liu J, Cao J, et al. Shyness and school adjustment in Chinese children:The roles of teachers and peers. School Psychology Quarterly, 2017, 32(1):131
6 Coplan RJ, Arbeau KA, Armer M. Don't fret, be supportive! Maternal characteristics linking child shyness to psychosocial and school adjustment in kindergarten. Journal of Abnormal Child Psychology, 2008, 36:359-371
7 Asendorpf JB. Beyond social withdrawal:Shyness, unsociability, and peer avoidance. Human Development, 1990, 33 (4-5):250-259
8 Triandis HC. Culture and psychology:A history of the study of their relationship. In S. Kitayama & D. Cohen(Eds.), Handbook of cultural psychology. New York:Guilford Press, 2007. 59-76
9 刘薇, 戴晓阳. 害羞的心理学研究进展. 中国临床心理学杂志, 2006, 14(2):200-202
10 Chen X, Rubin KH, Li B. Depressed mood in Chinese children:Relations with school performance and family environment. Journal of Consulting and Clinical Psychology, 1995, 63:938-947
11 Chen X, Rubin KH, Sun Y. Social reputation and peer relationships in Chinese and Canadian children:A cross-cultural study. Child Development, 1992, 63:1336-1343
12 Chen X, Cen G, Li D, He Y. Social functioning and adjustment in Chinese children:The imprint of historical time. Child Development, 2005, 76:182-195
13 Chen X, Wang L, Wang Z. Shyness-sensitivity and social, school, and psychological adjustment in rural migrant and urban children in China. Child Development, 2009, 80:1499-1513
14 Coplan RJ, Weeks M. Unsociability in childhood. In KH Rubin, RJ Coplan(Eds.), The development of shyness and social withdrawal. New York:Guilford, 2010a. 64-83
15 Coplan RJ, Prakash K, O' Neil K, Armer M. Do you "want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood. Developmental Psychology, 2004, 40:244-258
16 Coplan RJ, Weeks M. Unsociability in middle childhood:conceptualization, assessment, and associations with socioemotional functioning. Merrill-Palmer Quarterly, 2010b, 56:105-130
17 Burger JM. Individual differences in preference for solitude. Journal of Research in Personality, 1995, 29:85-108
18 Nelson LJ. Going it alone:comparing subtypes of withdrawal on indices of adjustment and maladjustment in emerging adulthood. Social Development, 2013, 22:522-538
19 Bowker JC, Raja R. Social withdrawal subtypes during early adolescence in India. Journal of Abnormal Child Psychology, 2011, 39:201-212
20 Coplan RJ, Rose-Krasnor L, Weeks M, et al. Alone is a crowd:social motivations, social withdrawal, and socioemotional functioning in later childhood. Developmental Psychology, 2013, 49:861-875
21 Harrist AW, Zaia AF, Bates JE, et al. Subtypes of social withdrawal in early childhood:sociometric status and socialcognitive differences across four years. Child Development, 1997, 68:278-294
22 Harris PH. Children's understanding of emotion. In M Lewis, JM Haviland-Jones, LF Barrett(Eds.), Handbook of emotions(3rd ed.). NY:Guilford, 2008. 321-329
23 Thompson RA, Goodvin R, Meyer S. Social development:psychological understanding, self-understanding,& relationships. In JL Luby(Ed.), Handbook of preschool mental health:development, disorders, and treatment. NY:Guilford, 2006. 3-22
24 Harter S, Pike R. The pictorial scale of perceived competence and social acceptance for young children. Child Development, 1984, 55:1969-1982
25 Evers-Pasquale WL. The peer preference test as a measure of reward value:item analysis, cross-validation, concurrent validation, and replication. Journal of Abnormal Child Psychology, 1978, 6:175-188
26 Coplan RJ, Ooi LL, Rose-Krasnor L, Nocita G.‘I Want to Play Alone’:Assessment and Correlates of Self-Reported Preference for Solitary Play in Young Children. Infant and Child Development, 2014, 23(3):229-238
27 Schmidt LA, Fox NA. Conceptual, biological, and behavioral distinctions among different categories of shy children. In LA Schmidt, J Schulkin(Eds.), Extreme fear, shyness, and social phobia:origins, biological mechanisms, and clinical outcomes. New York, NY:Oxford University Press, 1999. 47-66
28 Coie JD, Dodge KA, Coppotelli H. Dimensions and types of social status:a cross-age perspective. Developmental Psychology, 1982, 18:557-570
29 Hart CH, Robinson CC. Teacher Behavior Rating Scale. Unpublished teacher questionnaire. Brigham Young University, Provo, UT, 1996
30 Ladd GW, Profilet SM. The Child Behavior Scale:A teacherreport measure of young children's aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 1996, 32(6):1008-1024
31 朱晶晶, 李燕, 张云, 等. 害羞与儿童社会情绪适应的追踪研究:师幼关系的调节作用. 心理科学, 2017 in press.
32 Arbeau KA, Coplan RJ, Weeks M. Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1. International Journal of Behavioral Development, 2010, 34 (3):259-269