中文摘要：

采用追踪研究，用实验室实验和情境观察相结合的方法考察了54名儿童4岁时的自我延迟满足能力，5年后结合教师访谈与评定、同伴提名、儿童自评等方法综合评定这些儿童9岁时的学校社会交往能力，探讨儿童4岁时自我延迟满足能力对其9岁时学校社会交往能力的预期作用。结果表明：儿童4岁时的自我延迟满足能力水平可以预期其9岁时的学校社会交往能力水平。4岁时自我延迟满足能力高的儿童在9岁时的学校社会交往能力总体发展也好，其遵守规则与执行任务能力、与教师交往能力、与同伴交往能力、社交情绪发展水平都显著高于那些在4岁时自我延迟满足能力低的儿童；反之则差。

英文摘要：

Introduction Self-imposed delay of gratification refers to a type of choice orientation to forego immediate gratification for the sake of more valuable delayed outcomes, and to the ability of self-control shown during the waiting process. Previous follow-up studies on the long-term effects of self-imposed delay of gratification indicate that children who have longer delay at age of 4 or 5 years are more academically and socially competent and can cope with frustration and stress better than those who have shorter delay 10 or 20 years later. All these studies focused on the influences of early self-imposed delay of gratification on social coping ability or some problem behaviors in adolescence and adulthood.However,only a few studies have examined the impact of early self-imposed delay of gratification on school adjustment or school-based social competences in primary school children. Children＇s cognitive ability and autonomy develop quickly from the middle period of primary school, especially from the age of 9 years, due to school environment. Their habits of self-control begin to form during this period.Self-imposed delay of gratification is the core component of self-control personality. Children＇s self-imposed delay of gratification begins to show obvious individual difference from the age of 4 years.If the personality difference in self-control development remains stable from age 4 to age 9, self-imposed delay gratification at age 4 can theoretically continuously affect children＇s development. The present follow-up study was designed to investigate whether the ability of self-imposed delay of gratification at age 4 can predict the school-based social competences at age 9 in the context of Chinese culture. Method Fifty-four children of age 4 years were examined using the self-imposed delay of gratification task developed by Mischel in 1974.Five years later, school-based social competences of these 9-year-old children were measured by combining the following methods： structure interview and assessm