小学儿童的尊重观念与同伴关系

采用开放式尊重观念问卷考察了502名三到六年级小学生的尊重观念,探讨儿童的尊重观念与其友伴关系的联系。结果表明,双向尊重的儿童比单向尊重的儿童具有更多的友伴数和更好的友谊质量,但双向尊重的儿童不一定是受欢迎儿童;在不同社交地位的儿童中,被拒绝儿童比其他类型的儿童在一般尊重观念和对朋友的尊重观念上更多地具有单向尊重观念（主要是自我取向尊重观念）。因此,同伴关系的不同侧面——友谊关系和群体社交地位与儿童尊重观念具有不同的联系     

小学儿童尊重行为与人格、班级环境的关系

以356名北京市两所小学三、四、五年级的小学儿童为被试,采用自编的小学儿童尊重行为问卷、国内修订的学生人格五因素问卷和班级环境问卷,考察小学儿童尊重行为的特点,并探讨人格和班级环境对尊重行为的影响.结果发现:(1)小学儿童的总体尊重行为和其中的理解欣赏具有显著的性别差异和城郊差异;(2)尊重行为与人格各维度具有显著的相关,与班级环境中除了竞争气氛之外的其他四个维度都有显著相关;(3)人格的宜人性、谨慎性、情绪性和开放性以及班级环境中的同学关系能够显著预测尊重行为,人格和班级环境的不同维度对于尊重行为不同维度具有不同的预测力;(4)小学儿童的班级环境可以归为三种类型:积极型、一般型和问题型,不同类型的班级环境在尊重行为上具有显著差异.     

班级欺凌规范与欺凌行为：群体害怕与同辈压力的中介作用

本文通过两个研究探讨了群体因素中的班级欺凌规范如何通过同辈压力、群体害怕影响欺凌行为的发生。研究1为实验研究, 被试为186名小学高年级学生(M_age = 11.36 ± 0.99岁)。结果表明在不同情境(欺凌/非欺凌)的启动下, 各变量得分均具有显著差异; 进一步分析仅发现同辈压力的中介作用边缘显著。研究2为相关研究, 943名小学高年级及初二学生(M_age = 12.00 ± 1.32岁)填写班级欺凌规范、同辈压力和欺凌行为问卷。HLM分析显示同辈压力在班级欺凌规范与欺凌行为起显著中介作用。     

依赖结构对信任行为的影响:基于互依理论的视角

信任是人际互动中的重要主题,受到诸多因素的影响,越来越多的研究者关注情境特征对信任的影响。以相互依赖理论为基础,操作依赖的相互性、依赖水平和利益协同,构建互动双方间不同的依赖结构,分析不同依赖结构对被试信任的影响。结果表明:(1)在双向依赖情境中被试的信任水平显著高于单向依赖情境;(2)单向依赖、低利益协同情境中,依赖水平对个体的信任行为有显著影响,双向依赖、高利益协同情境中,依赖水平对个体信任行为的影响不显著;(3)单向依赖、低依赖水平情境中,利益协同对信任行为有显著影响,双向依赖、高利益协同情境中,利益协同对信任行为影响不显著。     

小学儿童学习时间分配决策水平的发展

利用自由回忆,线索回忆和再认三种提取方式,以儿童任务难度预见（EOL）的判断等级与学习时间分配之间的G相关值作为指标,考察了小学儿童学习时间分配决策水平的发展过程。小学2、4、6年级儿童和成人大学生(作为对照)参与本研究,每个年龄组各24人。主要研究结果表明：（1）总体而言,小学各年级儿童,其学习时间分配的决策都受对任务难度预见等级的制约,对EOL判断等级越高的项目,分配的学习时间越长,说明小学儿童具有一定程度的学习时间分配的决策能力;（2）在自由回忆条件下,小学4年级和小学6年级儿童对EOL的判断等级与学习时间之间的G相关值差异显著,表明儿童的决策水平由小学4年级到小学6年级表现出快速发展的趋势;（3）在线索回忆的条件下,小学2年级和4年级儿童G相关值有显著差异,表明决策水平由小学2年级到小学4年级之间有快速发展的趋势;（4）在再认的条件下,小学各年龄儿童学习时间分配的决策水平没有显著性差异,表明再认条件下小学阶段的决策水平进步不显著;（5）在三种提取方式下,小学儿童对任务难度预见判断等级与首次学习时间之间的G相关值都不同程度地低于与总的学习时间之间的相关值。这说明小学儿童在反复学习的过程中在不断调整自己的学习时间分配,调整的程度有随年龄增长而加大的趋势。小学6年级儿童在任务难度预见判断等级与学习时间之间的G相关值已接近成人水平。     

儿童对三种权威的行为倾向研究

社会化是一种连续的、经历着许多阶段和变化的复杂过程。作为一种过程．它主要是存在于自我和他人之间的相互作用关系之中。个体要顺利地实现社会化,就需要对自身周围环境中存在着的自我与他人之间的关系有一种认知,这主要包括了与同辈之间的友谊关系和与长辈之间的权威关系。儿童对友谊关系的认知已经得到了不同程度的研究,但儿童     

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。     

一年级汉语儿童语素意识与口语词汇的双向关系:追踪研究的证据

以145名小学一年级儿童为被试,进行为期6个月的追踪,考察了儿童复合、同音和同形等不同层面语素意识与口语词汇的双向关系。结果发现:(1)控制了年龄、一般认知能力、语音意识及口语词汇的自回归效应后,同音和复合语素意识对口语词汇的发展具有显著的预测作用。(2)控制了相关变量及自回归效应后,口语词汇能够显著预测复合、同音和同形语素意识的发展。     

小学儿童混合情绪理解的发展研究*

旨在探究小学阶段儿童的混合情绪理解发展状况。以能够引发儿童混合情绪的经典故事情景为材料,对小学1-6年级242名儿童采用半结构式访谈法和测验法进行实验,结果表明:小学儿童混合情绪理解水平存在显著的年龄效应,呈现出随年龄增大混合情绪理解水平逐渐提高的发展趋势。对他人和对自身混合情绪理解差异显著,对他人混合情绪的理解是对自身混合理解的基础,同性质和不同性质(冲突)混合情绪的理解能力存在显著差异。不同性质(冲突)混合情绪的理解能力发展较晚。因此,混合情绪理解能力在小学阶段快速发展,呈现出年龄、理解的对象、情绪的性质三个方面的显著差异。     

儿童同伴尊重的发展及社交领导性的影响: 三年追踪

对285名小学三年级和四年级儿童进行了连续三年的追踪调查,分析了儿童同伴尊重发展趋势及其在群体间的差异,探讨了社交领导性在儿童同伴尊重发展中的预测作用。结果表明：（1）童年中后期儿童与同伴之间的获得尊重与表现尊重具有显著增长趋势;（2）三年间女孩的表现尊重均高于男孩但增长速度无差异;女孩的获得尊重增长速度高于男孩;（3）儿童的社交领导性能够显著正向预测儿童同伴尊重的发展趋势。     

尊严:自尊、受尊重与尊重

尊严是个体的一种权利。尊严包括自尊、受尊重、尊重三个成分。早在上个世纪初,斯金纳就对尊严与个体的自由、自主,与社会的控制和公正的关系进行过认真的思考。后来的研究发现,尊严也与人们在社会互动中的能力、力量、权势、地位有关联。     

Evoking children's spirituality in the reciprocal relationships of a learning community

Findings from my doctoral research suggest that the reciprocal relationships within a learning community can evoke and nurture children's spirituality. The study investigated the development of a community of learners in four primary school classrooms in Aotearoa New Zealand. A key finding of this study showed that when teachers and children learned together, shared decisions, and respected and trusted one another, changes were observed in some children that could not be explained in intellectual, social or emotional terms. Further analyses of these data revealed qualities that pointed to a spiritual essence. This paper presents these spiritually themed results and explores the argument that the caring, responsive and reciprocal relationships of a community of learners can provide opportunities for spiritual development.     

God counts for children’s spiritual well-being

Over the last three decades, qualitative studies of children’s spirituality have variously mentioned God. During this time, nearly 300 quantitative measures of spirituality and well-being have been developed and employed with youth and adults. However, very little similar work has been done with children. An article in this journal reported development of a purported spiritual sensitivity scale. That paper is critiqued here on the basis of its statistical methods as well as its failure to mention God in a study with Australian Catholic school students. In this paper, spiritual well-being (SWB) is taken as being reflected in the quality of relationships that people have with themselves, with others, with the environment and/or with God. Empirical evidence derived from extensive studies with primary school children in State, Catholic, Christian community and other independent schools in Australia reveals that an instrument called Feeling Good, Living Life is a statistically sound spirituality measure for children. Of the four sets of relationships reflecting SWB, relationship with God explains greatest variance in SWB overall. In this respect, relationship with God is most important for SWB among primary school students, just as other studies have shown it to be among youth and adults.     

Learners’ perceptions and experiences of respect in educator-learner relationships

The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote relational well-being practices amongst educators and learners.     

盲童的空间概念及其组织

以63名盲童为被试, 对17对空间词作相似性的分类。结果表明：⑴盲童的空间词概念结构有两个维度：①状态/方位;②自身参照/他物参照。⑵盲童的空间认知围绕着4个主题：①身体周围的三维方位;②空间距离;③三维边界;④空间状态。⑶视觉的缺失决定着盲童的空间词组织的特点, 语言、文化和教育对盲童的空间概念及其组织也具有重要影响。     

Sharing without caring? Respect for moral others compensates for low sympathy in children's sharing

We examined links between sharing, respect for moral others, and sympathy in an ethnically diverse sample of 7‐ and 15‐year‐olds (N = 146). Sharing was assessed through children's allocation of resources in the dictator game. Children reported their respect towards hypothetical characters performing moral acts. Sympathy was evaluated via caregiver and child reports. Respect and caregiver‐reported sympathy interacted in predicting sharing: Higher levels of respect were associated with higher levels of sharing for children with low, but not medium or high, levels of sympathy. The motivational components of other‐oriented respect may compensate for low levels of sympathetic concern in the promotion of sharing.