儿童忽视与同伴接受：消极社会行为的中介作用

运用问卷调查法和同伴提名法,考察小学4、5年级共503名儿童的消极社会行为（攻击行为、退缩行为、受欺负行为）、同伴接受和儿童忽视间的关系。结果发现,儿童忽视与退缩行为、受欺负行为之间存在显著正相关,与攻击行为之间相关不显著;儿童忽视与同伴接受有显著负相关。忽视通过消极社会行为的两组中介变量作用于儿童的同伴接受。     

中国儿童的亲子关系、社会行为及同伴接受性的研究

追踪考察亲子关系、儿童社会行为及同伴接受性之间的关系。结果表明,在儿童社会性发展过程中,儿童社会行为和同伴接受性相互影响。亲子关系与儿童攻击性之间也具有相互作用。此外,儿童的社会行为具有高度的稳定性,亲子关系呈现中等程度的稳定性,而同伴接受性的稳定性取决于社会行为的维持效用。     

中国儿童的亲子关系、社会行为及同伴接受性的研究

追踪考察亲子关系、儿童社会行为及同伴接受性之间的关系。结果表明,在儿童社会性发展过程中,儿童社会行为和同伴接受性相互影响。亲子关系与儿童攻击性之间也具有相互作用。此外,儿童的社会行为具有高度的稳定性,亲子关系呈现中等程度的稳定性,而同伴接受性的稳定性取决于社会行为的维持效用。     

学习障碍儿童情绪理解与同伴接受性*及社会行为的关系

该研究以90名学习障碍儿童为研究对象,探讨学习障碍儿童情绪理解与同伴接受性和社会行为的关系,比较情绪理解不同成分对同伴接受性和社会行为的影响作用。研究发现情绪理解不同成分对学习障碍儿童同伴接受性和社会行为具有不同程度的影响,具体表现为:1)基本情绪识别和自我意识情绪识别是学习障碍儿童同伴接受性的最佳预测变量;2)自我意识情绪识别和表情识别是学习障碍儿童问题行为的最佳预测变量;3)自我意识情绪识别、情绪内部原因理解、情绪隐藏理解、情绪改变理解和情绪外部原因理解是学习障碍儿童社会能力的最佳预测变量。     

小学高年级儿童的学业成绩、亲社会行为与同伴接纳、拒斥的关系

本研究以小学高年级402名学生为研究对象,探讨了儿童的学业成绩、亲社会行为与同伴接纳、同伴拒斥之间的关系。结果发现:(1)不同学业成绩组儿童的亲社会行为存在显著差异,学习优秀儿童的亲社会行为水平最高,学习中等儿童居中,学习困难儿童的亲社会行为水平最低。(2)多元线性回归分析表明,儿童的亲社会行为能显著地正向预测其同伴接纳、负向预测其同伴拒斥;但学业成绩只能显著地正向预测同伴接纳,而对同伴拒斥无显著的预测作用。(3)亲社会行为对男、女生的同伴接纳的预测作用大于学业成绩的预测作用。     

青少年社会行为对同伴关系的影响

以349名初中一至三年级青少年为被试,采用同伴提名法和"班级戏剧"量表收集数据,考察社会行为对同伴关系的影响。结果表明:(1)"班级戏剧"量表中的30种社会行为可划分为亲社会行为、攻击行为、退缩行为和有争议行为四个方面;(2)亲社会行为和有争议行为能够正向预测同伴的正向提名,攻击和退缩行为能够正向预测同伴的反向提名,亲社会行为能正向预测社会喜好程度,而社会影响程度则主要是由亲社会、攻击和有争议行为预测的。(3)受欢迎组青少年的亲社会行为和有争议行为较多;被拒绝组的攻击和退缩行为较多;被忽视组的退缩行为最多;有争议组青少年的攻击行为、有争议行为和亲社会行为均较多,退缩行为最少。其中,受欢迎组和被拒绝组又可以根据被欢迎和拒绝的理由而划分出亚类型。     

不同攻击/受欺负类别儿童的同伴交往自我知觉

以474名小学三、四、五、六年级的儿童为被试,考察了不同攻击-受欺负类型儿童自我知觉的社会能力以及自我提名的朋友与双向互选朋友数量、同伴积极提名、消极提名的关系。结果表明,各攻击/受欺负组别在自我提名的朋友数量上无显著差异,但在自我知觉的社会能力、双向互选朋友数及同伴积极提名、消极提名上均存在显著差异。在自我知觉的社会能力方面,单纯攻击组最高,攻击-受欺负组最低。在双向互选朋友以及同伴积极提名方面,未参与组最高,其余依次为单纯攻击组、单纯受欺负组和攻击-受欺负组。     

中学生的道德判断推理水平、同伴关系和亲社会行为关系的研究

1　问题的提出　　亲社会行为是指个体发出的 ,有助于别人、集体和社会的行为。亲社会行为是九十年代国内外发展心理学研究的一个热点 ,现在对它的研究已从单一取向转向了多元取向。在亲社会行为与同伴关系方面 :Ｎｅｗｃｏｍｂ ,Ｂｕｋｏｗｓｋｉ＆Ｐａｔ ｔｅｅ在跨文化研究中发现亲社会行为与同伴接受性具有一致性的联系。Ｂｏｉｖｉｎ ,Ｄｏｄｇｅ＆Ｃｏｉｎ研究得出亲社会行为和同伴的地位在相互作用多的群体中的关系是显著的 ,在相互作用少的群体中没有显著性。ＤａｍｅｌＨａｒｔ在 1997年也发现亲社会行为与儿童的同伴关系相关。国…     

干预初中生的同伴关系以促进其亲社会行为

依据青少年对亲社会行为的概念表征及其重视同伴关系的特点,从同伴关系的建立、维持和冲突解决三方面入手,结合社会技能的行为训练和认知训练,设置改善同伴关系的课程,对石家庄市某中学120名初中生开展10周(每周45分钟)的团体干预活动.结果发现,干预课程显著改善了初中生的同伴关系,并有效促进了他们的亲社会行为,特别是利他性、遵规与公益性和关系性亲社会行为.干预研究为青少年亲社会行为的培养提供了新的思路和方法.     

班级环境变量对儿童社会行为与学校适应间关系的影响

运用同伴提名和问卷法,对82个城市初中班级的4650名学生进行了测试,并使用多水平分析技术探讨了班级环境变量对儿童社会行为和学校适应间关系的影响。结果显示：儿童的亲社会行为可以显著地正向预测其同伴接受和学业成就,儿童的攻击、退缩行为对学业成就和同伴接受有明显的负向预测效果;在班级环境变量方面,老师支持可以减弱退缩行为和学校适应间的负向联系;老师训诫不仅可以减弱攻击行为与同伴接受间的负向关联,并且对退缩行为与学业成就之间的负向联系也具有削弱效果;同学关系这一变量的班级效果最为明显,可以明显地增强儿童问题行为与学校适应间的负向联系;而班级秩序纪律对攻击行为和学校适应间的负向关联有明显的强化效果。     

儿童同伴信任和同伴接纳的关系:社会行为的中介效应及其性别差异

在金华市和杭州市两所市区普通小学, 选取366名3~6年级儿童为被试, 采用同伴互评、同伴提名法和班级戏剧问卷, 考察了社会行为在小学儿童同伴信任和同伴接纳间的中介效应及其性别差异。结果表明:(1)总体而言, 亲社会行为、退缩行为在儿童同伴信任和同伴接纳间存在显著的中介效应, 而攻击行为的中介效应不显著;(2)社会行为的中介效应存在性别差异。女生的同伴信任对亲社会行为的预测、亲社会行为对同伴接纳的预测作用都显著高于男生, 使得女生亲社会行为的中介效应大于男生。男女生的同伴信任对退缩行为的预测作用没有性别差异, 但是男生的退缩行为对同伴接纳的预测作用显著高于女生, 使得男生退缩行为的中介效应大于女生。     

Is There a Dark Side of Positive Illusions? Overestimation of Social Competence and Subsequent Adjustment in Aggressive and Nonaggressive Children

This study examined (a) the links between children's overly positive perceptions about the relations with the peer group and with their best friend to subsequent behavioral, emotional, and social adjustment, and (b) whether these links are moderated by children's aggression. Using a short-term longitudinal design, the study was based on a sample of 819 4th- to 6th-graders (427 girls) from low to average SES families. Results showed that positive illusions about their social relations with classmates and with friends were related to an increase in children's peer-rated social preference and fostered the stability of children's dyadic friendships, regardless of children's level of aggression. In addition, overestimation of social competence with the peer group and overestimation of friendship quality were both related to a decrease in children's depressive feelings. Extreme overestimation as well as extreme underestimation of social competence with the peer group was also related to an increase in children's aggression. This latter result, however, was only true for children who were highly aggressive to begin with. The theoretical and practical implications of these results are discussed.     

Links between local language competence and peer relations among Swiss and immigrant children: the mediating role of social behavior

The primary aim of this investigation was to evaluate a model in which children's social behaviors, including prosocial behavior, setting limits, and social withdrawal, were hypothesized to mediate the links between local language competence (LLC) and peer acceptance and victimization. Longitudinal data were collected via teacher and peer reports on 541 (286 boys and 255 girls) immigrant and Swiss native 5-to-6 year-old kindergarteners. Results showed the immigrant children were less fluent in the local language compared to native Swiss classmates. Moreover, results from structural equation models, with bootstrap tests of indirect effects, indicated that social behaviors mediated the link between LLC and the quality of children's peer relationships. Implications of these findings for school professionals are discussed, such as the need to help immigrant children make a smoother transition to their host communities by providing additional language and social supports while children acculturate and acclimate to their new surroundings and peer group.     

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。     

Issues in the assessment of social competence in children

Recent interest in children's social competence has been prompted by findings of correlational and retrospective studies that indicate a positive relationship between early social adjustment problems of children and their adjustment later in life. To date, the assessment methodology in the area has pursued two directions: (1) sociometric measures (peer nomination and peer rating scales), which have provided the major means of identifying the socially competent child, and (2) direct observation, principally employed in the specification of socially competent behaviors. The current uses and the inherent assets and limitations of both strategies are discussed along with suggestions for enhancing current data collection methods. Issues concerning the definition of social competence, generalizability of current findings, and social norms are also examined.     

Temperamental surgency and emotion regulation as predictors of childhood social competence

The primary aims of the current study were to longitudinally examine the direct relationship between children's temperamental surgency and social behaviors as well as the moderating role of children's emotion regulation. A total of 90 4.5-year-old children participated in a laboratory visit where children's temperamental surgency was rated by experimenters and children's emotion regulation abilities were assessed. The summer before entry into first grade, children's social behaviors with unfamiliar peers were observed in the laboratory and mothers completed a questionnaire about children's social behaviors. Supporting our hypotheses, results revealed that children high in temperamental surgency developed more negative peer behaviors, whereas children low in temperamental surgency were more likely to develop behavioral wariness with peers. Emotion regulatory behaviors were found to moderate the relation between temperamental surgency and aggression, where high-surgent children who showed high levels of social support seeking were less likely to be rated by their mothers as high in aggression. Furthermore, results revealed that low-surgent children who showed high levels of distraction/self-soothing were more likely to show behavioral wariness around unfamiliar peers, whereas high-surgent children who used more distraction/self-soothing behaviors were rated by their mothers as lower in social competence.     

Parental values, reinforcement, and young children's prosocial behavior: a longitudinal study.

In this study, the authors assessed the relation of parental reinforcement and parental values to young children's prosocial behaviors. Parents' dyadic interactions with their 1- to 2-year-old children were videotaped in the home on two occasions approximately 6 months apart. The children also were videotaped playing with a peer at 3 1/2 to 4 1/2 years of age. Parental reinforcement of the children's prosocial behaviors was coded, as were the children's prosocial behaviors with the peer. The frequency of girls' spontaneous prosocial behaviors decreased in the early years; modest consistency was observed for boys (but not girls) across the two parental sessions. No relation existed between the frequency of children's prosocial behaviors with their parents and their behaviors with peers. Both maternal and paternal valuing of compliance were negatively related to the mothers' use of reinforcement for children's spontaneous prosocial behaviors. Parental reinforcement of compliant prosocial behaviors was negatively related to children's compliance with a peer's request for prosocial behavior and positively related to defensive behavior with the peer. Fathers' valuing of prosocial behavior was associated with children's compliance with the peer's requests for prosocial action. Parents who valued compliance had children who exhibited low levels of compliant prosocial behaviors with the peer, possibly because of the depressed level of peer interaction.     

幼儿社会性品质的结构维度及其对社会性行为的影响

本研究采用随机抽样法对22个小、中、大班共734名幼儿的社会性品质结构及其对社会性行为的影响进行了研究.因子分析表明,幼儿的社会性品质主要由同情心、自制力、责任心、自信心、克服困难的勇气与意志力等维度构成;主成分分析进一步表明同情心、自制力是幼儿社会性品质中最核心的成分.同情心、自制力是影响幼儿社会性行为(包括积极行为和消极行为)的最主要的社会性品质.