6 15岁儿童对友谊特性的认知发展

研究目的：（１）考察我国儿童、青少年的友谊特性的认知发展规律和特点;（２）探讨儿童友谊特性的认知结构。研究采用结构访谈法,被试为来自北京市普通幼儿园、小学和中学的６岁、８岁、１０岁、１２岁和１５岁儿童共１００名（每个年龄组２０名,男女各半）。结果发现：（１）６—１５岁儿童对友谊特性的认知结构由５个维度组成,即：个人交流和冲突解决,榜样和竞争,互相欣赏,共同活动和互相帮助,亲密交往。（２）对６—１５岁儿童,友谊特性中的５个维度的重要性次序为：共同活动和互相帮助,个人交流和冲突解决,榜样和竞争,互相欣赏,亲密交往。（３）从发展上来看,对友谊特性不同维度的认知发展趋势有很大年龄差异。６—８岁儿童只能认识到友谊特性中一些外在的、行为的特征;以后才能逐渐认识到那些内在的、情感性的特征。但是,原来那些外在的特征并没有随着儿童年龄的增长而被取代,而是与内在的、情感性的特性结合在一起,在认识中逐渐深化。（４）小学六年级儿童在共同活动和游戏上表现出性别差异（男生高于女生）;而在冲突解决上,女生的认知水平高于男生。此外,初中三年级学生在互相欣赏方面,男生的认识水平高于女生     

大学生的社交网络行为及其与人际信任的关系

采用自编社交网络使用情况调查问卷和人际信任量表(ITS)对在杭高校356名大学生进行调查,结果表明:(1)大学生社交网络行为的卷入程度分为网络功能、网络卷入、网络表现和网络动机四个维度;(2)女生在社交网络行为及其各子维度方面的得分显著高于男生;(3)网络卷入程度在年级上存在显著差异,大三得分最高;(4)人际信任与网络动机及社交网络行为总分显著负相关,熟人信任能负向预测大学生的社交网络行为。     

中学生自我提升的特点及其与人际适应的关系

采用自编自我提升领域问卷考察中学生自我提升的特点,并探讨自我提升与同伴接纳和友谊状况的关系。结果发现:(1)中学生在个体领域和人际领域(除道德行为维度)表现出自我提升倾向。(2)男生比女生、初中生比高中生表现更强的自我提升倾向。(3)同伴接纳度低的中学生身体与运动技能和一般认知能力维度自我提升程度较高,互选好朋友数量较少的中学生一般认知能力、个体心理特质、人际心理特质和道德行为维度的自我提升较高。     

青少年特质情感、朋友冲突解决策略对友谊质量的影响

为考察特质情感对青少年友谊质量的影响机制,以638名小学四年级至初中三年级青少年为被试,用问卷法考察青少年朋友冲突解决策略的类型和特点,采用结构方程模型进行分析。结果表明:(1)青少年朋友冲突解决策略类型包括反省和解、说服建议、消极情绪、忽视回避和攻击伤害五种,女生的反省和解策略得分高于男生,男生的攻击伤害策略得分高于女生。(2)积极情感以积极解决策略为中介预测积极友谊质量,积极情感还对积极友谊质量具有直接预测作用。(3)消极情感通过积极和消极的解决策略为中介,分别预测积极友谊质量和消极友谊质量;消极情感对于友谊质量没有直接预测作用。说明积极情感与消极情感是通过不同的路径、相对独立地影响友谊质量。     

初中生的社会比较对认知与情感信任的影响

本研究旨在探讨不同友谊状态下,初中生的社会比较对认知与情感信任的影响,及两种信任在社会比较与亲密度变化关系中的中介作用。有效被试为522名(M=12.87岁, SD=0.67),开学初让被试提名一位最亲密朋友,期中考试后让其比较与该好友的成绩排名并评价对好友的认知与情感信任水平,随后重新评价该好友的亲密度。结果表明:在亲密朋友(第二次依旧为最亲密的朋友)中,向下比较的情感信任高于向上比较,社会比较不影响认知信任;在普通朋友(第二次亲密度降低的朋友)中,向上比较的认知和情感信任均高于向下比较;社会比较只通过认知信任影响亲密度变化(完全中介),即相比于向下比较,向上比较时的认知信任水平较高,从而更有利于维持友谊的亲密性。     

中学生同伴依恋的特点及其与友谊质量的关系:社会交往目标的中介作用

以593名初高中学生为被试, 用问卷法考察中学生同伴依恋的特点, 并探讨同伴依恋与交往目标、友谊质量的关系。结果表明:(1)中学生同伴依恋可分为安全型、专注型、回避型和恐惧型, 它们在中学生群体中的比例分别为34.5%、23.8%、22.1%和19.6%;(2)中学生同伴依恋的年级、性别差异显著:依恋焦虑初二显著高于高一, 依恋回避初一显著高于初二、高一和高二;男生依恋焦虑显著低于女生, 依恋回避显著高于女生;(3)不同依恋类型中学生交往目标、友谊质量差异显著;(4)交往目标中的帮助与支持、亲密性在同伴依恋和总体友谊质量关系中起部分中介作用。     

大学生控制信念及其与人际信任的关系

以290名大学生为被试,采用量表法考察其控制信念和人际信任的特点及两变量之间的关系。结果表明,（1）被试的认知控制信念得分最高,情感控制最低,直接控制和间接控制信念得分居中;且控制信念得分存在显著性别和生源地差异,女生的认知控制和情感控制得分都高于男生,农村生源学生的间接控制信念得分显著低于城市生源学生;（2）被试人际信任得分较低,且不存在性别和生源地差异;（3）控制信念与人际信任的关系因被试性别和生源地的不同而有差异,对于女生和农村生源大学生来说,直接控制、认知控制信念得分越高,人际信任得分也越高;而对     

初中生友谊认知的类型特点

本研究在已有理论及开放式问卷基础上首先确定友谊认知的初步结构,采用探索性因素分析调整结构并筛选题目,最终确定友谊认知问卷的4个维度。验证性因素分析表明,自编的友谊认知问卷具有较好的结构效度,其他各项信效度指标也均达到心理测量学的要求。另外,聚类分析表明可以把初中生的友谊认知划分为重情感-重兴趣、重情感-轻兴趣和情感淡漠-轻兴趣3种类型。     

陕西地区初中生心理健康素质特点调查

对陕西地区1299名城乡初中生进行分层整体取样调查,结果表明：（1）初中生心理健康素质在人际素质、动力系统、自我和归因风格方面城乡差异显著;（2）在适应、人际素质、动力系统、自我和归因风格方面初二得分高于初一和初三,年级差异显著;（3）在动力系统和归因风格方面女生得分显著高于男生,男生认知风格得分显著高于女生。     

工读学校学生同伴依恋、自我概念与孤独感的特点及其关系

使用青少年依恋问卷、田纳西自我概念量表和中学生孤独感问卷,对上海市207名工读学校学生和116名普通学校学生进行调查,探讨工读学校学生同伴依恋、自我概念与孤独感的特点及关系,结果发现:(1)和普通学生相比,工读学校学生对同伴更缺乏信任、情感更疏离,具有较低的自我概念,体验到的孤独情绪也较强烈;(2)工读学校二年级学生的自我概念比其他年级学生要消极、女生比男生持有更为消极的自我概念,尤其是二年级的女生更为突出,而且女生比男生更容易体会到孤独感;(3)同伴依恋各维度在对孤独感的预测程度和方式上存在着很大的差异;(4)对于不同类型的学生,自我概念的不同维度在同伴依恋与孤独感关系中的中介作用模型是不同的.     

土家、苗、侗、藏族高中生学业自我的发展特点及对策

采用问卷法对452名民族地区的土家、苗、侗、藏族高中生的学业自我发展特点进行研究,结果表明：（1）土家、苗、侗、藏族高中生的学业自我均处于中等发展水平,民族差异不显著;（2）土家、苗、侗、藏族高中生学业自我总体上性别差异均不显著;（3）除藏族外,其他三民族高中生学业自我的年级差异均不显著,但在学业自我发展的高峰与低谷期上有所差异;（4）除苗、藏族高中生外,土家族和侗族高中生的学业自我均存在显著的城乡差异,农村高中生的学业自我水平均优于城市高中生的。     

初中生友谊质量与孤独感的变化轨迹:一项多元潜变量增长模型分析

为考察初中生友谊质量与孤独感的变化轨迹及两者间的关系,采用关系网络问卷、孤独感量表对西安市的875名初中生（M=12.73±0.18;男生494名）进行三年追踪测量,使用多元潜变量增长模型进行分析。结果发现：（1）初中三年,中学生的友谊质量逐渐提高,孤独感水平逐渐下降;（2）初一时的友谊质量和孤独感水平存在显著的个体差异,初中三年期间二者的发展速度也存在个体差异;（3）初一时的友谊质量可显著预测初一时的孤独感水平（β=-1.77,p<0.001）及随后的发展速度（β=0.20,p<0.05）;（4）男生的孤独感水平初始值高于女生,友谊质量的初始值则低于女生;高SES个体孤独感的起始值高于低SES个体。本研究结果揭示了初中三年期间个体友谊质量与孤独感的动态变化关系及友谊质量对孤独感的预测作用,对改善青少年孤独感的现状有一定的现实指导意义。     

初中生友谊质量与孤独感的变化轨迹:一项多元潜变量增长模型分析

为考察初中生友谊质量与孤独感的变化轨迹及两者间的关系,采用关系网络问卷、孤独感量表对西安市的875名初中生（M=12.73±0.18;男生494名）进行三年追踪测量,使用多元潜变量增长模型进行分析。结果发现：（1）初中三年,中学生的友谊质量逐渐提高,孤独感水平逐渐下降;（2）初一时的友谊质量和孤独感水平存在显著的个体差异,初中三年期间二者的发展速度也存在个体差异;（3）初一时的友谊质量可显著预测初一时的孤独感水平（β=-1.77,p<0.001）及随后的发展速度（β=0.20,p<0.05）;（4）男生的孤独感水平初始值高于女生,友谊质量的初始值则低于女生;高SES个体孤独感的起始值高于低SES个体。本研究结果揭示了初中三年期间个体友谊质量与孤独感的动态变化关系及友谊质量对孤独感的预测作用,对改善青少年孤独感的现状有一定的现实指导意义。     

Adolescents’ Conceptions of the Influence of Romantic Relationships on Friendships

Although researchers have investigated how adolescents’ friendships affect their romantic relationships, the influence of romantic relationships on friendships is unexamined. As a first step, 9th- (n = 198) and 11th grade students (n = 152) reported on their conceptions of friendship when one friend had a romantic relationship and when neither friend had a romantic relationship. As predicted, adolescents believed friendships in which a friend was dating would be characterized by less positive features and more negative features than friendships in which neither friend was dating. Additionally, older adolescents thought romantic relationships were more damaging to companionship and corumination than did younger adolescents. The closer nature of older adolescents’ romantic relationships may result in lower quality friendships or older adolescents may be more aware of the potential negative consequences of romantic relationships for friendships. Girls viewed friendships as higher in conflict-rivalry and lower in corumination when one friend was dating while boys did not. And although girls and boys viewed friendships as lower in intimacy and companionship when a friend has a romantic partner, the difference was greater for girls than boys. Girls may be more sensitive to the effects of a friend's romantic relationship on their friendship than are boys. Findings necessitate theories of close relationships that incorporate age and gender as important variables.     

The best friendships of aggressive boys: relationship quality, conflict management, and rule-breaking behavior

The current study examined the best friendships of aggressive and nonaggressive boys (N = 96 boys, 48 dyads, mean age = 10.6 years). Friends completed self-report measures of friendship quality, and their interactions were observed in situations that required conflict management and provided opportunities for rule-breaking behavior. Although there were no differences in boys' self-reports of friendship quality, observers rated nonaggressive boys and their friends as showing greater positive engagement, on-task behavior, and reciprocity in their interactions compared with aggressive boys and their friends. Aggressive boys and their friends provided more enticement for rule violations and engaged in more rule-breaking behavior than did nonaggressive boys and their friends. Also, the intensity of negative affect in observed conflicts between aggressive boys and their friends was greater than that between nonaggressive boys and their friends. The findings suggest that friendships may provide different developmental contexts for aggressive and nonaggressive boys.     

Women’s Close Friendships across Sexual Orientation: A Comparative Analysis of Lesbian-Heterosexual and Bisexual-Heterosexual Women’s Friendships

Interviews were conducted in close friendship pairs with women who ranged in age from 18 to 52 years at the time of interview. Results suggest that women of different sexual orientation identities had different friendship profiles. Comparisons across friendship type suggest that bisexual-heterosexual friends consistently experienced a shift in friendship dynamic based on the sex of partner for the bisexual friend and were more likely than lesbian-heterosexual friends to integrate their friendship into their social lives. Lesbian-heterosexual friendships were significantly more likely to include an explicit acknowledgment of non-heterosexual identity. Although cross-orientation friendships did not consistently include a feminist/political dimension, when friends also differed in racial identity a feminist/political dimension in the friendship became apparent. In cross-race friendships racial minority identities were explicitly acknowledged even when non-heterosexual identities were not.     

Presence and quality of kindergarten children's friendships: concurrent and longitudinal associations with child adjustment in the early school years

The presence and quality of friendships are posited to have developmental significance, yet little is known about the extent to which children without friends versus low‐quality friendships compare on socioemotional adjustment. The current study utilized data from a subsample of 567 children (289 boys) participating in the NICHD Study of Early Child Care and Youth Development. Based on maternal reports at kindergarten, four friendship groups were formed: no friends, low quality, average quality, and high quality, and these groups were used to predict teacher‐reported behaviour problems and social skills concurrently (in kindergarten) and longitudinally (in first and third grade). Concurrently, low‐quality friendships were associated with greater externalizing behaviour, whereas high‐quality friendships were associated with greater social skills. Longitudinally, having no friends in kindergarten was associated with higher levels of externalizing behaviour for boys, but lower levels for girls. Children without friends also showed more internalizing problems at first grade. Lastly, having a high‐quality friendship in kindergarten was associated with greater social skills in first and third grades, but only for boys. Results underscore high‐quality friendship as a context for the development of social skills and indicate different trajectories of problem behaviour for kindergarten children with no friends versus low‐quality friendships. Copyright © 2010 John Wiley & Sons, Ltd.     

中小学生的师生关系与其学校适应

采用问卷法,考察了小学五年级到初中三年级665名学生的师生关系及学校适应特点。结果表明,在师生关系的亲密性维度,初中三年级显著低于其他3个年级,而在冲突性维度则显著高于其他3个年级;在冲突性维度上,女生得分显著低于男生。师生关系可以归为3种类型:亲密型、一般型和冲突型。亲密型师生关系的学生在学校态度、学业行为和社会行为方面均显著好于一般型和冲突型师生关系的学生;师生关系对学校态度、学业行为和亲社会行为均有显著的预测作用;学校喜欢和回避对学业行为、退缩行为有显著的预测作用。