师范大学新生入学前后社会支持的变化

通过对190名师范大学新生进行入学前与入学后的《社会支持评定量表》的问卷调查,结果表明：大学新生在入学前后总体社会支持、客观支持和主观支持显著减少,但利用度中参加活动一项显著增加。大学新生入学前后来自父母、兄弟姐妹和其他亲属的主观支持没有显著变化。入学前曾是主要主观支持源的老师支持、朋友支持以及同学支持在入学后都显著减少,其中老师支持减少最多,其次是同学支持。同时,大学新生的社会支持在性别、专业和城乡来源等方面存在不同程度的差异。     

教师支持、同伴支持与中学生心理危机的关系：歧视知觉的中介作用

采用中学生心理危机状态问卷、教师支持问卷、同伴支持问卷和中学生歧视知觉问卷对2268名初高中生进行调查,探讨教师支持、同伴支持与中学生心理危机的关系,以及歧视知觉在上述关系中的中介机制。结果发现:(1)教师支持、同伴支持可以显著预测心理危机;(2)歧视知觉在教师支持、同伴支持和心理危机的关系中起着中介作用;同伴支持对心理危机的直接作用具有性别差异,而教师支持的直接作用不具有性别差异。中学生心理危机干预应重视认知调节,加强教师支持建设和促进同伴支持。     

幼儿心理理论的发展与其日常同伴交往关系的研究

通过行为观察(儿童与同伴的一对一游戏)、同伴提名和教师评估,探讨心理理论发展与儿童日常同伴交往之间的关系。52名4~5岁的学前儿童参与了本实验。研究结果表明:(1)4岁以后,儿童的心理理论能力产生了实质性的变化。(2)幼儿心理理论的发展与儿童游戏情境中的同伴交往具有显著的正相关,心理理论发展水平不同的儿童在游戏中的“交往敏感”和“交往表达”两方面具有极其显著的差异。(3)儿童的心理理论水平整体上与同伴提名、教师评估相关不显著,但与儿童的亲社会行为具有紧密的关系。我们推测,儿童心理理论的发展通过影响亲社会行为间接指导儿童日常生活中的同伴交往与同伴关系。     

青少年社会支持系统发展特点的研究

青少年时期是个体的生理和心理发生急剧变化的特殊时期,是他们从幼稚走向成熟,从家庭步入更广阔社会的重要转折期,身心的急剧成熟给青少年的社会关系网络带来了新的变化,生活中重要他人从父母扩大到朋友和教师。青少年从重要他人那里获得的社会支持具有可靠同盟、价值增进、工具性帮助、陪伴支持、情感支持、亲密感、自我揭露、冲突、惩罚和满意度等功能。不同来源的社会支持所提供的支持功能是不同的。母亲侧重于提供评价支持和情感支持,同伴侧重于工具性支持和陪伴支持,父亲、教师侧重于信息支持。进入青春期以后,青少年的社会支持系统有什么新特点?是否存在年级和性别差异?本文旨在对青少年的社会支持系统进行年级性别的差异研究,以揭示青少年社会支持系统的发展特点,为进一步进行心理健康教育提供理论依据。     

家庭社会经济地位与大学新生短期择偶态度：基于潜变量增长建模的分析

本研究旨在考察大学新生短期择偶态度的变化轨迹,以及家庭客观经济地位对大学新生短期择偶态度的影响及其性别差异。采用社会性性态度问卷与家庭社会经济地位问卷,以贵州省某高校的942名大一新生为研究对象进行每月1次共4次的追踪调查。潜变量增长建模与群组分析的结果表明：(1)新生的短期择偶态度呈线性增长趋势且具有显著的性别差异,即男性的初始水平和增长速度均高于女性;(2)家庭SES正向预测短期择偶态度的初始水平且能显著减缓短期择偶态度的增长速度,同时该预测作用不具有性别差异。研究结果支持了性策略理论与生活史理论的观点;同时,为大学新生入学过渡期内的适应教育与性安全教育提出了建议。     

影响小学生同伴接纳因素的研究

用测量表对453名小学生的社会行为、教师接纳、学业成绩、社交策略与儿童同伴接纳之间的关系进行研究.结果表明,社会行为、教师接纳、学业成绩、社交策略与同伴接纳之间存在显著相关;各变量的不同水平之间(除不适宜社交策略这一变量外)儿童同伴接纳程度存在显著差异;学业成绩、教师接纳、攻击性及提出适宜的社交策略数,对于儿童同伴接纳有较大的预测作用,但在不同性别、不同年级水平上又存在明显不同.     

不同生源地大学新生心理健康状况的变迁(2006～2013年)

该研究采用横断历史的元分析方法,分析2006~2013年间29970名大学新生在中国大学生心理健康量表(CCSMHS)上的得分,考察不同生源地大学新生心理健康的差异及年代变化趋势。结果:城镇生源大学新生心理健康状况整体优于农村生源大学新生。城镇生源大学新生的抑郁问题逐年改善,因子均值下降2%;但强迫问题逐年增加,因子均值增加1%。农村生源大学新生的心理健康状况与年代无显著相关。     

美国同伴支持专家发展的现况及对我国的启示

同伴支持具有协助患者进行日常生活的自我管理,为患者提供社会和情感支持,强化患者与医疗体系及社区资源的联系及为患者提供持续互助四个核心作用。同伴支持专家在其基础上进一步发展而来。研究者通过美国同伴支持课程学习及文献研究,总结介绍了"美国同伴支持专家"的定义、纳入和培训标准、工作内容及效果、工作获益及目前存在的问题等。并结合我国国情和社区发展的现况,提出我国社区可尝试调动"病友"同伴,充分利用其"经验"资源,推广应用同伴支持,在此基础上提出未来同伴支持的研究方向。     

中学生社会支持对数学学习坚持性的影响:数学自我效能感的中介作用

以北京市通州区一所普通中学的228名初一和初二学生为被试,采用领悟社会支持量表、数学自我效能感和数学学习坚持性问卷,考察在中学生数学学习中不同来源的社会支持对数学学习坚持性的影响,并检验数学自我效能感在其中的中介作用。结果发现:(1)社会支持中的教师支持和同伴支持能够显著正向预测数学学习坚持性水平,而父母支持的预测作用不显著;(2)数学自我效能感在同伴支持和数学学习坚持性之间起完全中介作用,在教师支持和数学学习坚持性之间起部分中介作用。     

学校因素对少年儿童自尊发展影响的研究

本研究采用量表法对学生的学业成绩、师生关系、同伴关系对少年儿童自尊发展的影响进行了探讨.结果表明:(1)学业成绩与少年儿童自尊发展具有显着的正相关.(2)满意的师生关系,教师对学生的支持、关心、鼓励、期望、参与等有助于少年儿童自尊的发展.(3)满意的同伴关系,少年儿童在同伴中的社会-领导性,少年儿童对同伴的敏感-独立性,都有助于少年儿童自尊的发展;但是,少年儿童对同伴的攻击-破坏性会阻碍其自尊的发展.     

Social Influences on Students’ Academic Engagement and Science Achievement

The aim of this study was to examine the role of social support from parents, teachers, and peers in students’ engagement and achievement. Filipino secondary school students (N?=?1,694) participated in this study and answered questionnaires assessing their levels of perceived social support and academic engagement. A standardized science achievement test was also given. Results showed that students who perceived higher levels of social support from parents, teachers, and peers were more engaged and had higher achievement scores. More interestingly, peer support seemed to be more salient compared to parental and teacher support. Implications are discussed.     

初二学生感知到的社会支持与学习成绩的关系——学业自我概念的中介作用

本研究对杭州市2519名初二学生进行调查,考察学业自我概念在社会支持对学习成绩预测中的中介作用及该中介作用的性别差异。结果表明：（1）相比父母和教师的支持,对于初二学生来讲,同伴支持对其学习成绩的影响更大。（2）学业自我概念在社会支持与学习成绩间起中介作用。（3）学业自我概念在社会支持与学习成绩之间的中介作用存在性别差异。对于男生群体,学业自我概念起完全中介作用;对于女生群体,起部分中介作用。     

Social Support as a School Victimisation Risk Factor

This study examined three sources of social support, peer groups, school and parents, and their impact on the risk of relational, verbal and physical bullying victimization in a representative sample of secondary school adolescents of Talavera de la Reina (Spain). Correlation analysis was used to establish associations and regression analysis in order to confirm the independent effect of each social support type with victimization. The results showed that low social support perception from peers, school and parents increased the risk of relational, verbal and physical bullying victimization. Additionally, the perception of lower parental social support increased the likelihood of relational and verbal bullying victimization, while the hypothesis that low perception of parental social support entailed a higher risk for physical victimization was not confirmed. These findings are discussed in light of previous studies.     

The relationship between adolescents' social support from parents and from peers

This study investigated the relationship between adolescents' social support from parents and from peers. Three hypotheses were tested. The first hypothesis was that adolescents who experience little parental support will compensate with support from peers. A negative correlation would thus be expected between perception of parental support on the one hand, and support from peers on the other. The second hypothesis was that lack of parental support will not be compensated by peer support, because such compensation is impossible. Thus, there would be no correlation. The third hypothesis was that adolescents in these circumstances lack the opportunity or ability to gain social support from anyone, including peers. A positive correlation would therefore be expected. These hypotheses were tested in a sample of 1,528 urban Dutch secondary school students (aged 14-16 years) who were in the third year of an intermediate educational stream. Analysis indicated that Hypothesis 1 was not substantiated. The results also argued against Hypothesis 3 and in favor of Hypothesis 2.     

Adolescent Attachment,Identity, and Adjustment to College: Implications for the Continuity of Adaptation Hypothesis

We examined the concurrent relationship between late adolescent attachment to parents and peers and two broad indices of adolescent adaptation—personal and social identity and adjustment to college. Participants included 130 college freshmen and 123 upperclassmen. Although freshmen were disadvantaged relative to upperclassmen with respect to social and personal-emotional adjustment, there were no group differences on the attachment measures, on the measures of academic adjustment and goal commitment, and on the measure of social identity. Freshmen scored higher on personal identity than did upperclassmen. Women reported less alienation from peers, had more trust and better communication with peers, and had higher scores on personal and social idenitity than men. The attachment variables were significant predictors of personal and social identity. Pervasive relations were also found between attachment and adjustment to college, particularly for the upperclassmen sample.     

Parent and child expressed affect and children's social competence: modeling direct and indirect pathways

This study examined links between parents' and children's expressed affect during parent-child play and children's social functioning with peers. A total of 116 kindergarten-age children and their parents (114 mothers, 102 fathers) were observed during physical play interactions and were coded on global measures of expressed positive and negative affect. Kindergarten and 1st-grade teachers and peers provided measures of social competence. Latent variable path analysis with partial least squares was used to examine models that included "direct" and "indirect" pathways. Relations between parental positive affect and children's social competence were mediated by children's expressed positive affect. Parental negative affect was associated with negative social outcomes in children; however, these relations were not mediated by children's negative expressions. The strongest support for the hypothesized models was found in same-sex dyads.     

留守儿童心理韧性的元分析

采用元分析的方法,探讨留守儿童与一般儿童心理韧性的差异及其调节变量。通过文献检索,共获得25篇文献和188个独立效应量（n=26784）。结果表明：留守儿童心理韧性显著低于一般儿童;具体来说,他们在积极认知、社会能力、家庭支持、家庭平等与自主、人际协助、教师关怀与同伴高期望维度上均显著低于一般儿童,而在同伴亲密关系维度上显著高于一般儿童。此外,人口学变量（性别、学龄段）和留守相关变量（打工者、监护者、团聚频率）影响留守儿童与一般儿童心理韧性的差异,测量工具不影响该差异。     

Preschoolers' effortful control and negative emotionality, immediate reactions to disappointment, and quality of social functioning

Relations among effortful control/low negative emotionality, immediate reactions in a situation that usually calls for the masking of disappointment (i.e., the use of display rules), and social competence/adjustment were investigated for 78 preschool children (mean age=4.87 years). Parents, teachers, and peers rated children on negative emotionality and/or effortful control as well as on social competence/adjustment. Children who were rated by parents and teachers as high on effortful control/low on negative emotionality expressed fewer immediate verbal/gestural indicators of disappointment in the presence of an unfamiliar adult and were perceived by their parents, teachers, and peers as socially competent and well adjusted. The pattern of findings was consistent with the view that children's immediate verbal/gestural reactions to disappointment partially mediated the relations between effortful control (as reported by parents) and social competence/adjustment.     

Exposure to community violence and social support as predictors of anxiety and social and emotional behavior among African American children

We examined the effects of exposure to violence and social support on self-reported state and trait anxiety and parental rated problem behaviors among school-aged African-American children in low and high violence areas. Ninety-seven (97) fourth through sixth graders and their parents were interviewed about exposure to community violence, social support, and state and trait anxiety. Results indicate that trait anxiety was correlated positively with exposure to violence and negatively with social support. State anxiety was correlated negatively with family social support. Problem behaviors were correlated negatively with family support and income. Hierarchial multiple regression analyses indicated that children's reports of their exposure to community violence continued to explain significant variability in trait anxiety, and problem behavior after controlling for both income and social support measures. Social support from peers, family and teachers played differential roles in predicting problem behaviors among children from high and lower violence areas. These findings suggest that in planning intervention programs for children exposed to violence, greater attention to empowering parents to support their children, to fostering peer group support, and to bolstering teacher support may be useful, but attention to the underlying socio-political causes of violence exposure is essential.     

Leisure, coping and health: the role of social, family, school and peer relationship factors

The relationship between social, family, peer and school factors and leisure engagement within a transactional model of stress and health was investigated in 655 young adults. Results show that the family environment, encouragement from parents and teachers, relationships with peers and socioeconomic factors in childhood predict adult attitudes to and engagement in leisure. In turn, leisure attitude and engagement are related to psychological distress, optimism, perceived control and social support. It is argued that the development of patterns of leisure attitudes and engagement in childhood need to be understood in predicting and changing adult leisure behaviours relevant to health and illness.