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。     

学生感知的班级人际和谐及其与社会行为的关系

采用问卷调查法,对443名小学四、五年级和初一、二年级学生进行调查,探讨学生自我感知到的班级人际和谐状况及其与社会行为的关系。结果表明:(1)学生对班级人际和谐各维度的感知上存在显著的性别差异,而年级差异主要体现在班级组织上。(2)在男生组中,不同社会测量地位学生在班级人际和谐的同伴关系和班级组织上有显著的差异。而在女生组中,不同社会测量地位学生在班级人际和谐的各个维度上均无显著性差异。(3)学生感知到的班级人际和谐与亲社会行为之间存在显著正相关,学生感知到的人际和谐与攻击行为之间相关不显著,感知到的同伴人际和谐与儿童的羞怯-敏感性有显著负相关。     

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.     

同伴交往、亲子交往与儿童心理理论发展的关系

采用经典的心理理论任务、同伴提名法、父母教养方式问卷以及在游戏情境中观察同伴交往行为和亲子交往行为等多种方法,探讨同伴交往、亲子交往与儿童心理理论发展的关系.88名3-6岁儿童及其家长参加了实验.研究结果表明:(1)交往类型中受欢迎儿童,其心理理论发展水平显著高于被拒绝和被忽视儿童.(2)民主型教养方式最有利于促进幼儿心理理论的发展,放任型教养方式最不利于幼儿心理理论的发展.(3)家长指导游戏的行为、分享情感的行为和使用心理状态术语的行为,有利于促进孩子心理理论的发展,而对孩子的冷漠最不利于孩子心理理论的发展.(4)相对于同伴交往,亲子交往对儿童心理理论的发展有更显著的预测力,其中家长和孩子的情感分享.对孩子遇到问题的解释及指导是促进孩子心理理论发展的重要影响因素.     

童年中期同伴关系、同伴关系知觉与心理行为适应的关系

本研究以422名小学二、三、四年级的儿童进行为期3年的纵向研究,考察了时间2的同伴关系知觉在时间1的同伴关系和时间3的心理行为适应之间的中介效应。结果表明,自我知觉的社会能力在同伴接纳与社交/领导行为和孤独感之间的中介作用显著,自我知觉的友谊质量在双向互选朋友与社交/领导行为和孤独感之间的中介作用显著。     

教师期望对初中生心理特点的影响

本研究以31名初中教师及其所教的1438名初中生为被试,运用多层线性模型(HLM)从个体和班级两个层面探讨了教师期望对初中生的学业、同伴接纳和学校满意度等心理发展指标的影响。结果表明:个体层面,教师对学生的期望影响该生的学校满意度、同伴接纳和学业成绩;班级层面:教师对班级的平均期望影响班级的学校不满意感和同伴接纳水平,但不影响班级的学业成绩。     

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。     

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。     

童年中后期儿童同伴接纳知觉准确性与偏差及其对社交退缩的影响

以小学三年级至六年级的儿童为被试,探讨同伴接纳知觉准确性的年级和性别差异,同时考察同伴接纳知觉准确性及偏差对社交退缩行为的预测作用。儿童完成同伴评定、知觉评定、社交自我知觉和班级戏剧量表。结果表明：（1）随着年级的升高,儿童的同伴接纳知觉越来越准确;儿童的同性同伴接纳知觉准确性不存在显著的性别差异;四年级男生的异性同伴接纳知觉准确性显著低于女生;（3）同伴接纳知觉准确性显著正向预测安静退缩和活跃退缩;同伴接纳知觉偏差显著负向预测安静退缩,但对活跃退缩不具有显著的预测效应。     

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.     

学习困难儿童的注意、行为特性及同伴关系的研究

本文对学习困难儿童的注意、行为特性及同伴关系进行了研究.516名四、五、六年级的、学参加了本研究,有效被试505人.研究结果表明,学习困难儿童与学习优秀、学习一般儿童相,其注意力更不集中,更容易分心;他们更多动,冲动性更强,行为问题更多;他们的同伴关系更糟糕,在同伴中的地位更低.     

Relationships among Coach Leadership,Peer Leadership,and Adolescent Athletes’ Psychosocial and Team Outcomes: A Test of Transformational Leadership Theory

Transformational leadership theory provided a framework to examine the relationships of coach and peer leadership with individual and team outcomes among team sport athletes. Adolescent female soccer players (N = 412) completed measures assessing coach and teammate transformational leadership behaviors, perceived competence, intrinsic motivation, enjoyment, team cohesion, and collective efficacy. Structural equation modeling revealed that coach leadership was more influential than peer leadership for predicting individual outcomes and collective efficacy, peer leadership was more strongly related to social cohesion than coach leadership, and both peer and coach leadership were equally important for task cohesion. Results are discussed relative to the viability of using transformational leadership theory to understand coach and athlete leadership in the sport domain.     

Children's coping with peer rejection: the role of depressive symptoms,social competence,and gender

The present study investigated children's anticipated emotional response and anticipated coping in response to peer rejection, as well as the qualifying effects of gender, depressive symptoms, and perceived social competence. Participants (N = 234), ranging in age between 10 and 13 years, were presented with two written vignettes depicting peer rejection. The most highly endorsed coping strategies were behavioural distraction, problem‐focused behaviour, and positive reappraisal. Results indicate that children higher in depressive symptoms reported a more negative anticipated mood impact. Moreover, children higher in depressive symptoms were less inclined to endorse behavioural and cognitive coping strategies typically associated with mood improvement (e.g., behavioural distraction, positive reappraisal). Independent of depression, children scoring higher on perceived social competence reported more active, problem‐oriented coping behaviour in response to the stressors. Types of coping were largely unaffected by gender, however girls reported higher levels of anticipated sadness than boys in response to the rejection vignettes. Theoretical and clinical implications are discussed. Copyright © 2006 John Wiley & Sons, Ltd.     

Stress and coping in Japanese children and adolescents

Abstract

Japanese children and adolescents (n=580) provided self-reports of stressor intensity, coping efforts, and adjustment. A new measure of Japanese adolescent coping was created, and psychometric analyses confirmed a reliable four-factor structure. Mean group difference analyses showed that girls reported higher levels of self-image and peer relations stress, and reported using isolation and problem-solving coping more and externalising coping less than males. Younger adolescents (5th/8th grades) reported higher stress in the domains of school, peer relations, and family relations, whereas older adolescents (10th grade) reported higher self-image problems. Statistical moderation was used to examine how youth negotiated the stress process. Females were found to be more responsive to appearance, family, and peer difficulties. Affiliation coping by females operated as a buffer between appearance anxiety and dissatisfaction with appearance. Externalizing coping was not associated with peer relations satisfaction for males, but it was negatively associated for females.     

Social Anxiety in Children with Anxiety Disorders: Relation with Social and Emotional Functioning

Investigated the psychometric properties of the Social Anxiety Scale for children-Revised (SASC-R) as well as relations between social anxiety and children's social and emotional functioning. Participants were a clinic sample of children, ages 6–11 with anxiety disorders (N = 154) who completed the SASC-R. For a subset of these children, parent ratings of social skills, and self-ratings of perceived competence and peer interactions were also obtained. Factor analysis of the SASC-R supported the original three-factor solution and internal consistencies were in the acceptable range. Among children with simple phobia, scores on the SASC-R differentiated those with and without a comorbid social-based anxiety disorder. Social anxiety was also associated with impairments in social and emotional functioning. Specifically, highly socially anxious children reported low levels of social acceptance and global self-esteem and more negative peer interactions. Girls with high levels of social anxiety were also rated by parents as having poor social skills, particularly in the areas of assertive and responsible social behavior.     

Moderators of the association between relational aggression and perceived popularity

This study, which involved two waves of measurement over a period of 12 months, examined first whether the positive association between relational aggression and two types of high status was moderated by social self-efficacy, leadership, cooperation, and peer sociability. It was expected that relational aggressors are most likely to gain high peer group status when they are also self-efficacious or prosocial. Second, this study examined the reciprocal association between relational aggression and high peer status. It was anticipated that relational aggression would contribute to higher perceived popularity and vice versa. Third, we also examined and hypothesized reciprocal effects between social self-efficacy, leadership, cooperation, and peer sociability and perceived popularity. Youth were 540 13-15 year olds participating in Grade 7 (Time 1) and again 1 year later in Grade 8 (Time 2). Data were collected from peers, teachers, and the adolescents themselves. Consistent with expectations, relationally aggressive adolescents high in social self-efficacy, leadership, cooperation, and peer sociability were higher in status than relationally aggressive individuals with low levels of these characteristics. In addition, relational aggression and perceived popularity reciprocally influenced each other. Finally, social self-efficacy, leadership, cooperation, and peer sociability reciprocally influenced and were influenced by perceived popularity.     

幼儿害羞与社会适应:母亲教养方式的调节作用

本研究以487名幼儿为被试,探讨害羞与社会适应的关系,以及母亲教养方式在害羞与社会适应之间的调节作用。幼儿母亲完成儿童社会偏好量表和教养方式问卷,幼儿教师完成对幼儿社会适应的评价。结果表明:(1)害羞与不合群和同伴排斥显著正相关;(2)母亲教养方式在害羞与社会适应之间具有调节作用。具体来说,母亲温暖、说理和鼓励自主的教养方式可减弱害羞幼儿的消极适应,而体罚和指令型的教养方式会加剧害羞幼儿的消极适应。研究结果对于害羞幼儿的干预具有重要价值。     

潜在冲突情境下7岁儿童的资源获得行为

采用实验室观察, 对7岁儿童(中国160人, 加拿大133人)在潜在冲突情境下的资源获得行为进行考察, 旨在比较中西文化背景下, 儿童资源获得行为上的差异及其背后的文化意义。结果表明：中国儿童的求助成人和给予行为显著多于加拿大儿童; 加拿大儿童的资源获得失败和为自己获得资源的频率显著高于中国儿童。果敢行为和轮流规则都是有效的资源获得方式; 请求行为则是无效的。求助成人是中国男孩获得资源的一种有效方式; 对加拿大儿童来说, 则是无效的。     

主管威权领导与下属前瞻行为：一个被中介的调节模型构建与检验

采用214份主管-下属配对调查数据, 考察了威权领导这一华人企业组织中特有的领导方式对下属前瞻行为的影响, 尤其是检验了下属对领导者信任的中介作用与权威主义和集体主义这两种传统价值取向的调节作用。层次回归分析结果表明：(1)威权领导与下属的前瞻行为呈显著负相关; (2)对领导者的信任在威权领导与下属前瞻行为之间起完全中介作用; (3)下属权威主义取向对威权领导与下属对领导者信任和前瞻行为之间的负向关系均具有显著的弱化效应, 并且下属对领导者的信任完全中介了威权领导与下属权威主义取向之间的交互作用对前瞻行为的影响; (4)下属集体主义取向对威权领导与下属对领导者的信任之间的负向关系具有显著的增强效应。     

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。