小学四、五年级儿童同伴团体的特征及其对学业成就的调节作用

运用社交认知绘图（SCM）、班级戏剧量表与同伴提名等方法调查了处于同伴团体形成关键期的小学四、五年级学生294人,以考察同伴团体诸变量对个体学业成就与社会行为、同伴接纳／拒绝之间关系的影响。结果表明：（1）同伴团体在小学四、五年级尚处于初步形成期,其密度和中心势均随年级升高而提高;（2）性别、学业成就和社会行为是影响同伴团体形成的主要因素;（3）个体学业成就对同伴接纳与亲社会行为具有正向预测作用,对同伴拒绝与退缩行为具有负向预测作用;（4）团体密度和团体学业成就在同伴接纳与个体学业成就之间关系中起正向调节作用,团体中心势具有负向的调节作用;团体学业成就对亲社会行为与个体学业成就之间的关系具有正向调节作用。     

青少年的同伴选择与同伴影响：基于学业投入与学业成就的纵向社会网络分析

以756名中学生为研究对象,对学业投入、学业成就、同伴团体进行追踪测量,探讨青少年同伴团体的学业投入及学业成就是否存在同伴选择与同伴影响效应。结果表明：（1）在1年的追踪时间中,青少年学业投入的发展呈下降趋势,初始水平与下降速度负相关,学业成就的发展呈上升趋势,初始水平与上升速度无显著相关;（2）学业投入与学业成就存在同伴选择效应,青少年倾向选择与自己学业投入及学业成就相似的个体构建同伴团体;（3）青少年的学业投入及学业成就与同伴逐渐趋近相似,即同伴影响效应显著。     

青少年早期学业成就的同伴团体社会化:感知学校氛围的调节作用

通过对1275名初一青少年开展为期半年的追踪调查,考察了同伴团体对青少年早期个体学业成就的影响,及感知学校氛围对这种影响的调节作用。结果表明:(1)在控制学校虚拟变量、年龄、性别、同伴团体规模及个体前期学业成就之后,所在班级前期的平均学业成就能显著预测个体后期学业成就;(2)同伴团体的学业成就能正向预测个体后期的学业成就变化,但班级相对于同伴团体的情境效应不显著。(3)在个体和同伴团体水平,感知学校氛围各维度不能显著预测个体后期学业成就,但同伴团体平均学业成就与该团体整体感知到的教师支持的交互项可以正向预测个体学业成就间隔半年后的变化。     

青少年社会认知复杂性与同伴交往的相关分析

社会认知复杂性是描述个体社会认知结构特点的个体差异变量,作为社会认知领域的研究热点,当前却鲜有研究关注它与同伴交往的关系。本研究选取初一至高二234名中学生考察了社会认知复杂性与同伴交往之间的关系,并辅以人际交往能力、学业成就通过结构方程模型进一步探讨了二者之间关联的路径。结果表明：（1）青少年社会认知复杂性与同伴接受、同伴拒绝、人际交往能力、学业成就之间存在显著相关。社会认知复杂性高的学生获得了较多的同伴接纳、较少的同伴拒绝,并具有较高的人际交往能力和学业成就。（2）青少年社会认知复杂性以人际交往能力和学业成就为中介变量间接影响同伴的受欢迎程度。     

儿童对所属同伴团体的选择和适应

为探讨儿童所属非正式同伴团体的选择和适应过程,选择469名小3、初1学生参加了为期2年的追踪研究.儿童同伴团体和学校适应(社会行为、社会适应、学习适应)的资料取自包含同伴评定、教师评定和学校记录多种渠道.研究发现,(1)儿童选择与自己在学校适应方面相似的同伴组成同伴团体;(2)同伴团体不仅在成员构成还是在学校适应的团体特征上具有中等程度的稳定性;(3)儿童在初测时所属同伴团体的社会能力越强、社交性越高、学业成绩越优异,则其两年后在这些方面的表现也越好,如果所属同伴团体存在同伴拒绝或学业问题,则儿童在两年后被同伴拒绝和出现学业问题的可能性也越大.     

青少年的学业成绩、亲社会行为与同伴接纳、拒斥的关系

1　问题提出　　同伴关系在儿童青少年的发展和社会适应中起着重要的作用。良好的同伴关系有利于儿童青少年社会价值观的获得、社会技能的发展、自我概念和人格的健康发展等 ,而同伴关系不良则可能导致学校适应的困难 ,甚至可能对成年后的社会适应带来消极影响。许多研究发现 ,同伴关系在青少年期比儿童期显得更为重要和突出 ,例如 ,青少年对同伴文化的遵从明显增强 ,感情重心由父母转向亲密的朋友等。因此 ,对青少年同伴关系的相关因素的探讨 ,不仅可以增进我们对青少年同伴关系的了解 ,而且有助于帮助他们建立良好的同伴关系、更好地适应…     

青少年与其同伴团体学业成就同质性的元分析

采用元分析方法对青少年与其同伴团体学业成就的同质性进行探究。通过文献检索,共20个独立样本符合元分析筛选标准(N=40684)。异质性检验结果表明效应值异质,采用随机效应模型;漏斗图和Egger’s检验显示,文献发表偏倚的可能性较小;整体效应检验为青少年与其同伴团体学业成就呈同质性(r=0.32,p0.001);调节效应结果发现,青少年与其同伴团体的学业成就同质性受同伴团体测量方法的调节,但不受被试年级与学业成就测量方法的影响。     

人以群分?学业动机比较对青少年同伴选择的影响

分别选取217名和245名青少年参与研究，考察学业动机比较的方向与相似性对青少年主动情境同伴选择与被动情境同伴去选择的影响。结果发现：(1)与下行比较相比，学业动机上行比较时同伴选择较多且同伴去选择较少；(2)与低相似水平相比，学业动机高相似时同伴选择较多且同伴去选择较少；(3)学业动机比较的方向与相似性对同伴选择及去选择存在交互作用，高相似条件下个体倾向与上行比较者做同伴，而低相似性条件个体面对上行比较者较多发起同伴去选择；(4)学业动机比较可通过状态自尊对同伴去选择产生影响。研究结果有助于理解青少年同伴关系的构建，对于引导同伴交往、提升自尊水平有重要意义。     

对小学学业不良儿童班级同伴关系的探析

同伴是小学生学习、生活中的重要他人,同伴在儿童的发展过程中有着成人所无法取代的地位。学业不良儿童由于学业上的失败,而遭到同伴的排斥、拒绝。就这一类儿童而言,他们的班级同伴关系大致有对立的同伴关系、疏远的同伴关系、矛盾的同伴关系三种,且在交往对象、范围、同伴的组成,以及彼此间的影响上都与非学业不良儿童有着差异。文中从教师和学生两个角度来探讨了改善学业不良儿童班级同伴关系的对策。     

同伴关系的发展功能及影响因素

同伴关系在儿童青少年社会能力、认知、情感、自我概念和人格的健康发展和社会适应中起着重要作用.儿童青少年的行为特征和社会认知是影响同伴关系的主要因素.近年来,研究者也开始注意到儿童青少年的情感层面和其它社会关系的影响作用.同伴关系影响因素研究的动态模型为未来研究提供了新视点.     

青少年早期社交淡漠对同伴关系的预测：学习成绩的调节作用

摘要：对787名小学4年级至初中二年级学生进行一学年的追踪研究,考察社交淡漠对其后同伴接纳、同伴欺侮的预测,以及学习成绩对上述预测关系的调节效应。结果表明：（1）前测社交淡漠可以负向预测后测的同伴接纳,正向预测后测的同伴欺侮;（2）前测学习成绩可以正向预测后测的同伴接纳,负向预测后测的同伴欺侮;（3）社交淡漠对同伴接纳、同伴欺侮的预测受学习成绩的调节,较高的学习成绩会弱化社交淡漠对同伴关系不良的预测效应。这一结果表明,学习成绩可能是一种重要的缓冲因素,可以在一定程度上保护社交淡漠的青少年免受同伴的消极对待。     

青少年早期社交回避与同伴关系问题:有调节的中介模型

为探讨青少年早期社交回避、同伴关系问题、情绪调节能力和学业成绩的关系,本研究构建了一个有调节的中介模型。采用自我报告、同伴提名和学校记录的方式对上海地区小学4年级至初中1年级共660名被试进行测查,结果显示:(1)社交回避可以正向预测同伴关系问题;(2)情绪调节能力在社交回避与同伴关系问题之间起部分中介作用;(3)学业成绩调节了社交回避通过情绪调节能力影响同伴关系问题的中介作用前半路径。相对于学业成绩较高的儿童,社交回避更容易通过学业成绩较低儿童的情绪调节能力影响同伴关系问题。研究结果不仅可以从情绪调节能力和学业成绩的角度为社交回避个体的同伴关系问题提供解释,而且对引导同伴社会化、提升社会适应的过程具有启示意义。     

学业成绩影响儿童孤独感的中介变量分析

为考察、检验学业成绩影响儿童孤独感的中介变量,采用同伴提名问卷、依恋量表、儿童孤独感量表调查了4—6年级438名儿童。结果表明,在考察单一变量的中介作用时,亲子依恋、同伴拒绝分别在学业成绩与儿童孤独感之间起部分中介作用,教师接纳在二者之间起完全中介作用;当同时考察亲子依恋、同伴拒绝、教师接纳在学业成绩与孤独感之间的中介作用时,三种社会关系起完全中介作用。结论：教师接纳、同伴拒绝和亲子依恋是学业成绩与孤独感之间的中介变量。     

Relations between Shyness-Sensitivity and Internalizing Problems in Chinese Children: Moderating Effects of Academic Achievement

Shy-sensitive children are likely to develop adjustment problems in today’s urban China as the country has evolved into an increasingly competitive, market-oriented society. The main purpose of this one-year longitudinal study was to examine the moderating effects of academic achievement on relations between shyness-sensitivity and later internalizing problems in Chinese children. A sample of 1171 school-age children (591 boys, 580 girls) in China, initially at the age of 9 years, participated in the study. Data on shyness, academic achievement, and internalizing problems were collected from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. It was found that shyness positively and uniquely predicted later loneliness, depression, and teacher-rated internalizing problems, with the stability effect controlled, for low-achieving children, but not for high-achieving children. The results indicate that, consistent with the stress buffering model, academic achievement may be a buffering factor that serves to protect shy-sensitive children from developing psychological problems.     

Relations among peer acceptance,inhibitory control,and math achievement in early adolescence

This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results indicated that both inhibitory control and peer acceptance were positively and significantly related to math achievement. In addition, peer acceptance significantly mediated the relationship between inhibitory control and math grades when all three variables were entered simultaneously in a linear regression model. These results suggest that peer acceptance is an important indicator of social functioning and plays a significant part in academic success in the classroom. Results also suggest that indicators of social functioning – such as peer acceptance – need to be included in addition to cognitive functioning, when examining academic achievement in early adolescence.     

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。     

Relations between social comparison orientation and adjustment in Chinese adolescents: Moderating effects of initial adjustment status

This 1‐year longitudinal study examined relations between social comparison orientation (SCO) and socioemotional adjustment and academic achievement. A sample of Grades 7 and 8 students (N = 336, initial M age = 14.08 years) in China participated in the study. Data were collected from self‐reports, peer assessments and school records. It was found that early SCO positively contributed to later academic achievement. Moreover, the relations between early SCO and later socioemotional adjustment were moderated by the initial status of adolescents. Specifically, SCO was positively associated with social competence and negatively associated with depression in initially competent and well‐adjusted adolescents, but the pattern of the associations was opposite in initially incompetent and poorly adjusted adolescents. The results indicate that whereas SCO may contribute directly to academic achievement, its contributions to socioemotional development might depend on adolescents' initial status in adjustment.     

Object Relations and Ego Development: Comparison and Correlates In Middle Childhood

The significance of ego development and object relations for adaptation and adjustment in middle childhood was examined in a study of 92 nine- to twelve-year-old children. Subjects completed the Sentence Completion Test (SCT) and the Blatt Object Relations Scale (BORS) in individual sessions. BORS ratings were factor analyzed and a predominant factor of parental nurturance emerged. This factor was positively related to children's self-reported perceptions of parental involvement and autonomy support but was unrelated to the SCT. SCT findings revealed an expected pattern for middle childhood with the preponderance of children falling into impulsive, self-protective, and conformist stages of ego development. Both the SCT and BORS were examined in relation to aspects of children's cognitive and social functioning, assessed via teacher ratings, peer sociometrics, self-evaluations, and academic achievement records. Results showed that the SCT was primarily related to cognitive complexity variables, while the object relations measure was associated with both peer and self-evaluations. These nonoverlapping relations with varied child outcomes are discussed both in terms of methodological limitations and theoretical significance.