共查询到18条相似文献,搜索用时 140 毫秒
1.
小学儿童的尊重观念及其发展 总被引:2,自引:0,他引:2
以开放式尊重观念问卷对小学三到六年级儿童进行集体施测研究儿童的尊重观念,结果发现:(1)小学儿童认为尊重就是有礼貌,尊重对象的特征和尊重原因都是要求对方品质好或学习好。尊重的对象既有长辈又有同辈,提到尊重同辈的显著多于只尊重长辈的。不同的人际背景下,儿童的尊重观念不一致。(2)小学儿童的尊重观念具有显著的发展特征,表现出从单向尊重到双向尊重的发展趋势。不同人际关系下的尊重观念的发展特征不同,对父母和老师的尊重主要为单向尊重,对朋友的尊重主要为双向尊重。(3)小学儿童的尊重观念具有显著的性别差异。 相似文献
2.
3.
童年中期同伴关系与孤独感的中介变量检验 总被引:9,自引:0,他引:9
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。 相似文献
4.
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。 相似文献
5.
6.
7.
8.
9.
友伴是儿童发展的重要影响源。本研究从儿童积极发展的视角探讨友伴人际品格(仁慈和公正)对儿童人际品格的影响及友伴数量在其中的调节作用,并检验了儿童的群体(学段、性别、是否独生)差异状况。研究采用班级同伴提名法及儿童品格调查问卷对1555名4~9年级儿童及其互提名友伴展开调查。结果发现:(1)友伴仁慈和公正显著预测所有儿童群体的仁慈和公正;(2)儿童的友伴数量更多时,友伴公正对其公正的预测作用更显著;该调节效应仅体现在初中生和男生群体上。研究结果表明,儿童与具有积极品格特征的友伴交往对其积极品格的发展至关重要,且对于特定群体(如初中生、男生),与越多具有积极品质的友伴交往,其受到的积极影响越大。 相似文献
10.
初中生友谊特征与攻击行为的关系研究 总被引:2,自引:0,他引:2
本研究运用社会测量提名法、友谊质量问卷、社会行为同伴提名法考察了586名初一至初三儿童的友谊特征与攻击行为的关系。研究表明,在男女初中生中,不论外部攻击还是关系攻击,一对友伴表现出的攻击行为越多,其同伴接纳程度越低。结果表明,同伴群体可能支持符合性别规范的攻击行为,反对不符合性别规范的攻击行为。友谊受欢迎程度这一外部指标比友谊质量等内部指标对攻击行为的预测更为稳定和可靠。 相似文献
11.
Glen E. Ray Robert Washington Robert Cohen Yeh Hsueh Zongkui Zhou 《The Journal of genetic psychology》2013,174(6):385-398
The authors examined associations between different forms of children’s friendship nomination reciprocity (mutual, unilateral given, unilateral received) and other measures of children’s peer social competence (liking, loneliness, overt aggression, perceived popularity) for 501 Chinese third- to sixth-grade students. Using a multigroup path analysis (with gender as group), for both boys and girls, all three forms of friendship nominations were negatively related to self-reported loneliness. Mutual friendship nominations and unilateral received friendship nominations were positively related to peer nominations for liking and to peer nominations of perceived popularity. The path between unilateral received friendship nominations and perceived popularity was higher for boys than for girls. Also, for boys only, mutual friendship nominations and unilateral received friendship nominations were each negatively related to peer nominations of overt aggression. These patterns are somewhat different from research examining the association of forms of friendships to peer social competence for children in Western cultures. Findings are discussed in terms of the importance of the relation of different forms of friendship nominations to children’s peer social competence as well as the broad association of culture for these relations. 相似文献
12.
Rubin KH Wojslawowicz JC Rose-Krasnor L Booth-LaForce C Burgess KB 《Journal of abnormal child psychology》2006,34(2):139-153
The mutual best friendships of shy/withdrawn and control children were examined for prevalence, stability, best friend's characteristics, and friendship quality. Using peer nominations of shy/socially withdrawn and aggressive behaviors, two groups of children were identified from a normative sample of fifth-grade children: shy/withdrawn (n = 169) and control (nonaggressive/nonwithdrawn; n = 163). Friendship nominations, teacher reports, and friendship quality data were gathered. Results revealed that shy/withdrawn children were as likely as control children to have mutual stable best friendships. Withdrawn children's friends were more withdrawn and victimized than were the control children's best friends; further, similarities in social withdrawal and peer victimization were revealed for withdrawn children and their friends. Withdrawn children and their friends reported lower friendship quality than did control children. Results highlight the importance of both quantitative and qualitative measures of friendship when considering relationships as risk and/or protective factors. 相似文献
13.
儿童的同伴交往与孤独感:一项2年纵向研究 总被引:12,自引:0,他引:12
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 相似文献
14.
Chinese children's imaginary companions: Relations with peer relationships and social competence
下载免费PDF全文
![点击此处可从《International journal of psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Qiyi Lin Hong Fu Yingjia Wan Nan Zhou Hui Xu 《International journal of psychology》2018,53(5):388-396
We investigated relationships between Chinese children's imaginary companions (ICs) and peer relationships and social competence in 160 children, aged 5–6 years old. Children and their mothers participated in the interviews regarding the details of the children's ICs, including the type of the companion and the quality of the child–IC relationship. Peer relationships were assessed using sociometric nomination and perceived popularity nomination. Teachers rated children's social competence. Here, 55 children (34.3%) were deemed to have engaged in imaginary companion play. There was no relationship between imaginary companion types and child–IC relationship qualities. Children with invisible friends received more positive nominations than children with personified objects. Children with egalitarian relationships received more positive nominations and popularity nominations, but fewer negative nominations and unpopularity nominations than children with hierarchical relationships. Compared with children with hierarchical relationships, teachers rated the children with egalitarian relationships higher in social competence. The results suggest that imaginary companion types and relationship qualities may represent different dimensions of imaginary companions, calling attentions to the different mechanisms underlying imaginary companion types and relationship qualities with respect to social functioning. 相似文献
15.
The purpose of this study was to examine the relationship of stable mutual friendship to self-reports of loneliness in preschoolers who had been nominated as rejected or nonrejected by their peers. Ninety-four 4- and 5-year-olds were classified into five peer status groups: controversial, neglected, average, popular, and rejected. In addition, the children were classified as having a stable mutual friendship, an unstable mutual friendship, or without mutual friends. Children in the rejected group rated themselves as lonelier than their neglected, popular, and average peers. However, rejected children who had a stable mutual friendship reported levels of loneliness that were similar to those of their nonrejected peers and less loneliness than those rejected children who lacked stable friendship. Loneliness in preschoolers is discussed in terms of the quality of their friendships and peer experience as well as their desire to be sociable. 相似文献
16.
《European Journal of Developmental Psychology》2013,10(4):415-434
The primary objective was to examine whether the associations between aggression and social information processing was moderated by friendship quality and the aggressiveness of the best friend. Drawn from a larger normative sample of 5th and 6th graders, 385 children (180 boys) completed questionnaires pertaining to friendship quality and social information processing. Friendship and peer nominations of behaviours were collected. Results revealed positive associations between aggressive behaviour and the endorsement of aggressive coping strategies in cases where the protagonist was an unfamiliar peer. However, one important exception emerged: no significant associations between aggression and aggressive coping were revealed for children with high-quality friendships with aggressive peers. In cases where the protagonist was the best friend, there was a significant relation between aggression and vengeful coping, but only for those participants who had a low-quality friendship with an aggressive friend. 相似文献
17.
CLAYTON JOE EGLI 《Personal Relationships》2012,19(1):72-88
The present research extends the use of a new scheme for classifying children's peer relationships that (a) jointly evaluates friendship and antipathy nominations and (b) includes nonreciprocated friend and antipathy nominations. Findings revealed that 12.1% of all classroom dyads (total dyads = 2,313) were unbalanced relationships, in which one child perceived a friendship but was disliked by the other child. Furthermore, having high frequencies of “befriending but disliked” relationships was associated with poor social competence and having high frequencies of “disliking but befriended” relationships was associated with good social competence. Results support the use of this new classification scheme by highlighting the common nature of unbalanced relationships and by establishing the association of unbalanced relationships to peer social competence outcomes. 相似文献
18.
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) are known to experience difficulty in peer relationships. Neither standard interventions for ADHD nor peer acceptance-oriented interventions fully remedy this problem. We propose that interventions targeting ADHD children's dyadic friendships may be more realistic strategies for improving peer relationships. Hence, a friendship intervention, implemented within the context of an intensive behavioral treatment program with 209 ADHD children, is described. A model is proposed in which the friend's antisocial behavior relates to parental compliance with the friendship intervention, and both the friend's antisocial behavior and parental compliance predict friendship quality and treatment response. Results indicate that children paired with peers lower on antisocial behavior and children whose parents had higher levels of compliance with the friendship intervention achieved higher quality friendships and were rated by teachers as more improved. 相似文献