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。     

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。     

儿童社交自我知觉的发展及其与孤独感和安静退缩的关系

采用问卷法对253名小学三年级和四年级儿童进行两年追踪调查,以考察儿童社交自我知觉的发展轨迹,并分析社交自我知觉的发展与孤独感和安静退缩的关系。结果发现:(1)儿童社交自我知觉的发展趋势存在两类异质性群组,分别为增长组(占比93.7%)和下降组(占比6.3%)。(2)增长组儿童的孤独感在三次测量中均显著低于下降组儿童;在两年间,增长组的孤独感显著降低,而下降组的孤独感显著增长。(3)增长组与下降组儿童的安静退缩在前两次测量中不存在显著差异;在两年间,增长组儿童的安静退缩无显著变化,而下降组的安静退缩显著增长。     

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。     

童年中期社交退缩类型与友谊和孤独感的关系研究

本研究以571名3-6年级的小学生为被试,采用问卷法探讨童年中期儿童社交退缩类型、友谊和孤独感的关系。结果表明:社交退缩儿童的孤独感随年级的升高都是呈现的下降趋势,安静退缩型儿童的孤独感低于活跃退缩型儿童。在互选朋友数量、友谊质量的陪伴和娱乐维度以及亲密与交流维度上不同社交退缩类型的儿童存在差异。友谊在活跃退缩行为和孤独感之间的中介效应是显著的。     

小学儿童社交焦虑与孤独感研究

本研究采用经修订的量表对大城市三所普通小学的569名小学生测查了与社会交往有关的情绪,结果表明：男生的孤独感显著地高于女生。被拒绝儿童的孤独感最高,其次是被忽视儿童。二年级和六年级儿童的社交焦虑显著高于四年级儿童;被拒绝儿童的社交焦虑水平显著高于其他儿童。     

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。     

童年中期儿童同伴交往与孤独感的交叉滞后分析

2003年6月和2004年6月追踪调查了430名3、4、5年级儿童,采用交叉滞后分析法探讨了同伴交往与孤独感的相互关系。结果表明:控制了社交自我知觉的影响后,友谊质量与孤独感存在显著的交叉滞后效应;而社会喜好和社会行为在控制了社交自我知觉的作用后,与孤独感不存在显著的相互作用;社交自我知觉与孤独感存在显著的相互预测关系。同伴交往各变量中,社交自我知觉对孤独感具有最大的预测力。     

北京流动儿童的流动性、社交焦虑及对孤独感的影响

选取1164名流动儿童、525名北京儿童和568名农村儿童为被试,考察流动儿童的流动性、社交焦虑和孤独感的关系。结果表明：（1）流动儿童的城市流动性和住房流动性偏高,而学校流动性相对偏低;（2）在社交焦虑和孤独感方面,流动儿童显著高于北京儿童和农村儿童;住房和学校流动性高的儿童显著高于流动性低的儿童;（3）流动儿童的流动性对其孤独感没有显著的预测作用,而社交焦虑有显著的预测作用,预测系数为30．2％。流动儿童存在较高的社交焦虑和孤独感,社交焦虑能够显著预测孤独感。     

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。     

Validation of the Children's Assertive Behavior Scale

Relationships between sociometric indices and scores of 160 elementary-school children on the Children's Assertive Behavior Scale (CABS) were examined to determine whether this instrument differentiates children of varying levels of social competence. Children who obtained either high or low scores on peer nominations of friendship and admiration were identified and compared on CABS passive, aggressive, and assertive scores. Children who scored high on positive peer nominations responded in a significantly less aggressive manner than children who received low scores on such nominations. These effects were observed for the CABS format that consisted of stimulus situations involving adults but not for the form involving peers. With regard to responses toward peers, a significant interaction between sex and sociometric status emerged. These findings suggest the importance of incorporating subject variables such as race and sex as well as assessments of behavior toward both adults and children in isolating and training components of social skill.The authors wish to express their appreciation to Jean Birbilis, Gail Hammersly, Marieta Knopf, and Donna Wadley for their assistance in data collection and analysis.     

Loneliness and social dissatisfaction in Turkish adolescents

The present study is an investigation of the relationships of sociometric status, gender, and academic achievement to loneliness levels of Turkish adolescents. Participants were 370 secondary school students (186 girls and 184 boys). Data on loneliness and social dissatisfaction levels of students were collected with the Turkish version of S. R. Asher and V. A. Wheeler's (1985) Loneliness and Social Dissatisfaction Scale. Sociometric data were gathered by using a rating scale and a positive nomination measure devised by S. R. Asher and K. A. Dodge (1986) in which participants were classified into one of four groups (popular, rejected, neglected, and controversial). The scores obtained from these measures were treated by a method similar to that of J. D. Coie, K. A. Dodge, and H. Coppotelli's (1982) standard score approach. Results revealed that sociometric status was significantly related to loneliness and social dissatisfaction as a function of peer relations. Members of the rejected group reported significantly higher levels of loneliness and social dissatisfaction than did members of the controversial, popular, and neglected groups. The controversial group was also significantly different from the popular group in loneliness level. No significant gender differences were found. Results also revealed a significant negative relationship between achievement scores and loneliness, indicating that as the level of loneliness increased, academic achievement decreased.     

Facets of loneliness and depression among Chinese children and adolescents

The authors examined the relation among different facets of loneliness and depression in a sample of 6,356 Chinese children and adolescents from Grades 4-9. Loneliness and depression were closely related among the primary (Grades 4-6) and secondary (Grades 7-9) students, both boys and girls. Although the different facets of loneliness were predictive of the various facets of depression, peer-related loneliness and aloneness were more predictive of depression in both groups than was parent-related loneliness. The students in Grades 5 and 6 scored lower for loneliness but a little higher for depression than did the students in Grade 4. The students in Grades 8 and 9 scored higher than the students in Grade 7 for loneliness and depression. The primary boys scored higher than the primary girls for both loneliness and depression. Among the secondary students, there was no difference between the scores of the boys and those of the girls for loneliness, but the boys scored lower than the girls for depression.     

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.     

Social Skills and Their Relationship to Scholastic Achievement

The present study was designed to investigate the hypothesis that children who interact effectively with their peers are better able to decenter (i.e., take the point of view of another) in interpersonal areas than children who do not interact effectively with their peers. Forty-eight children participated in the study involving a 2 (grade level—third and sixth) × 2 (sex) × 2 (effective and ineffective social interaction based upon popular and unpopular sociometric ratings, respectively) factorial design. Feffer's Role Taking Task and Piaget's mountain task were used as measures of decentering in interpersonal and impersonal areas, respectively. Sixth graders performed significantly better than third graders on the Role Taking Task, and third graders rated as poor social interactors scored significantly lower on the Role Taking Task than the other groups. There were no significant differences among groups on the Piagetian mountain task, and no sex differences on either task. Correlations between scores on the two tasks revealed a significant positive relationship for the unpopular third graders only.     

人际交往能力与生命意义的关系:孤独感和年级的作用

基于存在主义心理学理论，本研究采用人际交往能力问卷、孤独感量表和生命意义量表对福建省三所大学的1476名大一和大二学生进行调查，考察人际交往能力与生命意义的关系，以及孤独感的中介作用和年级的调节作用。结果表明：（1）交往能力和孤独感存在显著的性别差异。男生的交往能力显著高于女生，孤独感显著低于女生；（2）交往能力与孤独感呈显著负相关，与拥有意义和追寻意义均呈显著正相关，而孤独感与它们均呈显著负相关；（3）孤独感在交往能力与拥有生命意义之间的中介作用受到年级的调节。与大二学生相比，大一新生孤独感的中介效应更大。研究结果在一定程度上揭示了交往能力对生命意义的作用过程，为针对性提升大学新生生命意义提供方向指导和实证依据。     

Implications of positive and negative sociometric status for assessing the social competence of young children

Positive and negative sociometric status were examined with reference to observed classroom behavior and performance on two laboratory measures of social skills: decoding emotion from facial expression and referential communication. Based on a sample of 38 preschool children, results indicated different patterns of correlations for liked (positive nomination) and disliked (negative nomination) scores. High-liked children were observed to spend more time in positive interaction with peers and less time in solitary play or alone with an adult. High-disliked children scored less well on both laboratory measures. Using median splits on the liked and disliked dimensions, results indicated that children who were rated by their peers as Low-Liked/High-Disliked were the most deviant with respect to both classroom behaviors and task scores. The importance of obtaining both positive and negative nominations in investigations of social competence is stressed. Implications of the results for the identification of preschool children with social problems and the planning of intervention strategies for these children are discussed.     

人际交往能力与生命意义的关系:孤独感和年级的作用

基于存在主义心理学理论,本研究采用人际交往能力问卷、孤独感量表和生命意义量表对福建省三所大学的1476名大一和大二学生进行调查,考察人际交往能力与生命意义的关系,以及孤独感的中介作用和年级的调节作用。结果表明：（1）交往能力和孤独感存在显著的性别差异。男生的交往能力显著高于女生,孤独感显著低于女生;（2）交往能力与孤独感呈显著负相关,与拥有意义和追寻意义均呈显著正相关,而孤独感与它们均呈显著负相关;（3）孤独感在交往能力与拥有生命意义之间的中介作用受到年级的调节。与大二学生相比,大一新生孤独感的中介效应更大。研究结果在一定程度上揭示了交往能力对生命意义的作用过程,为针对性提升大学新生生命意义提供方向指导和实证依据。