童年中期不同水平的同伴交往变量与孤独感的关系

以430名小学四、五、六年级的儿童为被试,考察了儿童社会行为、同伴关系、社交自我知觉与孤独感的关系.结果表明,社会行为通过同伴关系、社交自我知觉的多重中介作用对孤独感产生影响,不存在直接效应;社会喜好只通过社交自我知觉的中介作用与孤独感产生联系,也不存在直接效应,而友谊质量与孤独感既存在中介的联系,也存在直接的联系.同伴交往四个水平的变量中,社交自我知觉对孤独感具有最大的预测力,其次分别为友谊质量、社会行为和社会喜好.     

儿童的同伴交往与孤独感:一项2年纵向研究

用提名法和问卷法对小学的3、4年级274名儿童进行两年追踪调查,采用交叉滞后设计,考察了同伴交往4个特征水平上的变量与孤独感的相互预测关系。结果发现：（1）自我报告的同伴交往变量——友谊质量和社交自我知觉与孤独感之间的交叉滞后效应显著;而同伴评定的同伴交往变量——积极提名、消极提名、受同伴欺负、消极退缩与孤独感之间的交叉滞后效应不显著;另外,前测的互选朋友数能显著负向预测后测的孤独感,前测的孤独感不能显著预测后测的互选朋友数。（2）在排除了早期其它变量的效应之后,积极提名分、消极提名分、受同伴欺负得分、消极退缩得分、互选朋友数在两年之间仍然呈现出高度的稳定性;友谊质量和社交自我知觉以及孤独感则表现出中等程度的稳定性     

童年中期同伴关系与孤独感的中介变量检验

以571名小学三、四、五、六年级的儿童为被试,考察了儿童社会喜好、友谊质量、社交自我知觉与孤独感的关系,检验了社交自我知觉在同伴关系变量与孤独感间的中介作用。结果表明,社会喜好、友谊质量、社交自我知觉和孤独感间相关显著,并且存在显著的性别差异;社交自我知觉在同伴关系变量与孤独感间存在中介的作用;独立的中介效应检验中,社会喜好、友谊质量均通过社交自我知觉的中介作用与孤独感发生联系,同时,也存在直接的联系;综合模型中,社会喜好只通过社交自我知觉的中介作用与孤独感产生联系,不存在直接效应,而友谊质量与孤独感既存在中介的联系,同时也存在直接联系。     

儿童同伴关系对孤独感的影响

以571名小学三、四、五、六年级的儿童为被试,考察了儿童社会喜好、友谊质量、消极退缩、社交自我知觉与孤独感的关系,检验了不同水平同伴关系变量对孤独感的影响。结果表明,儿童的同伴关系(同伴接纳、友谊质量、社交自我知觉)能显著预测其孤独感体验,其中,处于同伴关系个体水平的社交自我知觉对孤独感的预测作用最大,其次分别为双向关系水平的友谊质量和群体接纳水平的同伴接纳,而处于人际交互水平的消极退缩在控制了其他水平同伴关系变量的影响下,并不能显著预测其孤独感体验。     

儿童孤独感与同伴关系、社会行为及社交自我知觉的研究

本研究采用同伴提名法和问卷调查法对3-6年级儿童共600名进行了研究,试图考察儿童孤独感与同伴关系、社会行为及社交自我知觉的关系。结果表明:(1)受欢迎组儿童的孤独感显著低于被拒绝组、被忽视组、有争议组和一般组;一般组儿童的孤独感显著低于被拒绝组和被忽视组。(2)社交自我知觉较高的儿童的孤独感显著低于社交自我知觉一般和较低的儿童,社交自我知觉一般的儿童的孤独感显著低于社交自我知觉较低的儿童。(3)高攻击型儿童的孤独感高于低攻击型儿童,但没有达到显著水平;高退缩型儿童的孤独感显著高于一般退缩型和低退缩型儿童,一般退缩型儿童的孤独感显著高于低退缩型的儿童。     

童年中期同伴关系的变化对孤独感的影响

在一年期间追踪调查了412名3、4、5年级儿童,探讨了同伴关系变化对孤独感的影响。结果表明:对于男孩而言,友谊质量上升,1年后测得的孤独感显著降低;友谊质量下降,1年后测得的孤独感显著增强。对于女孩而言,社交自我知觉下降,其1年后的孤独感显著增强;社交自我知觉稳定组的孤独感显著降低,社交自我知觉上升组的孤独感最低。同伴关系的变化对孤独感的影响因性别而异。     

童年中期同伴关系、同伴关系知觉与心理行为适应的关系

本研究以422名小学二、三、四年级的儿童进行为期3年的纵向研究,考察了时间2的同伴关系知觉在时间1的同伴关系和时间3的心理行为适应之间的中介效应。结果表明,自我知觉的社会能力在同伴接纳与社交/领导行为和孤独感之间的中介作用显著,自我知觉的友谊质量在双向互选朋友与社交/领导行为和孤独感之间的中介作用显著。     

儿童同伴接纳知觉准确性及偏差与孤独感的关系:一项交叉滞后研究

以515名小学3年级到6年级的儿童为研究对象,采用交叉滞后研究设计,探讨同伴接纳知觉准确性和偏差与孤独感之间的关系。研究中,由儿童评定自己对同班每个同学的喜欢程度,预计同班同学对自己的喜欢程度,并完成社交自我知觉和孤独感量表。结果表明:(1)同伴接纳知觉绝对准确性与孤独感相关不显著,但同伴接纳知觉相对准确性可以显著预测当前和一年后的孤独感。(2)同伴接纳知觉偏差与孤独感具有双向影响作用,积极同伴接纳知觉偏差有利于降低儿童的孤独感,并且孤独感能正向预测后期的同伴接纳知觉偏差。     

童年中期儿童社交地位、社交自我知觉与孤独感的关系研究

以554名3～6年级的小学生为被试,采用量表法、同伴提名法探讨童年中期儿童社交地位、社交自我知觉与孤独感的关系。结果表明:(1)3～6年级小学生的孤独感有显著的性别差异,男生的孤独感显著高于女生。(2)不同社交地位的儿童其孤独感也不同,低接纳组儿童的孤独感显著高于一般接纳组和高接纳组,而一般接纳组与高接纳组儿童的孤独感差异不显著。(3)在高接纳组儿童中,社交自我知觉消极的儿童其孤独感显著高于社交自我知觉一般的儿童,社交自我知觉一般的儿童其孤独感显著高于社交自我知觉积极的儿童;但是在一般接纳组和低接纳组中,社交自我知觉不同的儿童其孤独感并没有显著差异。     

童年中期儿童社会能力与学业成就的交叉滞后研究

本研究采用同伴提名法、问卷法,对武汉市一所小学3、4、5、6年级儿童进行6个月的追踪调查。采用交叉时序滞后设计,考察了同伴关系4个特征水平(群体水平、双向关系水平、人际互动水平和个体特征水平)的变量与学业成就的相互预测关系。结果表明,在控制了前测学业成就后,前测的社会喜好、积极友谊质量、社交领导行为可以分别正向预测后测的学业成就,而前测的攻击行为可以负向预测后期的学业成就;在控制了前测的社交自我知觉后,学业成就可以正向预测后期的社交自我知觉。     

Friendship quality,social preference,proximity prestige,and self-perceived social competence: Interactive influences on children's loneliness

The purpose of this study was to test an integrative model in which peer relations at different levels of social complexity (friendship quality, social preference, and proximity prestige) are associated with children's loneliness, with children's self-perceived social competence acting as a mediator of these associations. A middle childhood sample of 509 Chinese children (233 girls and 276 boys; 3rd to 6th grade) completed a battery of sociometric and self-report questionnaires. Bootstrap analysis showed that self-perceived social competence mediated the relations between each peer variable and loneliness. In the integrative model tested with SEM, the mediating effect of self-perceived social competence in the relation between friendship quality and loneliness and between social preference and loneliness remained significant. However, self-perceived social competence no longer mediated the association between proximity prestige and loneliness, when considering the simultaneous influences of the three peer variables (friendship quality, social preference, and proximity prestige). The whole model accounted for 56% of the variance in loneliness. These findings suggest that self-perceived social competence played an important role in children's loneliness, that the quality and the quantity of direct peer relations (friendship quality, social preference, and part of proximity prestige) were associated with loneliness, and that indirect friends had a relatively lower but significant influence on children's loneliness. The results are discussed in terms of their implications for preventing children's loneliness.     

Low social inclusion in childhood: adjustment and early predictors

The principal aim of the present study was to obtain a deeper understanding than hitherto of the concurrent correlates and prospective predictors of loneliness and poor peer acceptance, both falling under the umbrella term low social inclusion. Problematic and socially competent behaviours were investigated as possible predictors of low social inclusion in grade 6, as defined by self‐rated loneliness and degree of peer non‐acceptance, respectively. In grade 6 808 children participated whereof 323 were followed longitudinally from first grade. Loneliness in grade 6 was distinctively associated with high levels of internalizing problems, concurrently as well as prospectively. Peer acceptance, on the other hand, emerged as a complex, multifaceted aspect, with concurrent, independent predictions from both externalizing and internalizing problem behaviours as well as social competence, although prospective analyses found early externalizing problems to be the strongest predictor of peer acceptance. Moderating effects of social competence were sparse, although peer nominated social competence buffered peer acceptance for children with high levels of aggression in the concurrent analyses and social competence boosted peer acceptance for children with low problem levels in the predictive analyses. Social competence did not appear to buffer the negative impact of early problem behaviours on peer relations. Copyright © 2008 John Wiley & Sons, Ltd.