家庭收入与青少年社会适应：家庭社会资本的中介作用

为了探讨家庭社会资本在家庭收入对青少年社会适应影响中的中介作用,选取了418名农村小学3-6年小学生作为被试,采用家庭经济压力问卷、同伴提名法、学习成绩、孤独感问卷和家庭社会资本问卷进行研究。结果表明：（1）家庭经济压力与学业成就、同伴接纳存在显著的负相关,与孤独感存在显著正相关;（2）家庭经济压力通过家庭社会资本的完全中介作用影响学业成就（中介效应值为–0.14）;（3）家庭经济压力通过家庭社会资本的完全中介作用影响孤独感（中介效应值为0.03）;（4）家庭经济压力通过家庭社会资本的完全中介作用影响同伴接纳（中介效应值为–0.07）。研究得出,家庭收入完全通过家庭社会资本来影响青少年的社会适应。     

Social Norms and Cooperation in Social Dilemmas: The Effects of Context and Feedback

Drawing from research on social norms, we proposed and tested the hypothesis that people behave more competitively in social dilemmas involving economic decisions compared to those involving noneconomic decisions. We also proposed that people would compete more if they see that others have unexpectedly competed in a prior situation and cooperate more when others have unexpectedly cooperated in a previous situation. Further, we hypothesized that if others behave consistently with expectations, such behaviors (either cooperative or competitive) would not affect subsequent behavior. One hundred ninety-five under graduate students participated in an experiment in which they made choices in two different social dilemma games. Results support the hypotheses, and the discussion addresses the implications of the study for research on social norms and decision making.     

Social Effects of Facial Blushing: Influence of Context and Actor Versus Observer Perspective

Blushing is restricted to the facial area that is uncovered and in the center of social attention. Together with the observation that blushing typically occurs in interpersonal situations, it has been proposed that the blush might have acquired signaling properties with relevant social implications. Following such a functional perspective, this article evaluates the signal value and social effects of the blush. First, it is argued that the blush fulfils all criteria for being a reliable social signal. It seems impossible to fake or to suppress, and it seems to co‐occur with a specific mental state: The acute awareness that one’s goal of esteem before others is at stake. Second, it is illustrated that the social effects of the blush may greatly vary as a function of context. In contexts that clearly imply some kind of misbehavior, the blush has face‐saving properties. Yet, in many other contexts, such as merely being the center of attention or situations that are ambiguous with regard to the blushing actors’ antecedent behaviors, the blush may have undesirable effects. Third, it is illustrated that the signal value of the blush not only affects the observers but also the blushing actors. It is shown that the anticipated influence of one’s blushing on other people’s judgments may help explain why actors often consider blushing as a highly undesirable response, and why some people may even develop a phobic fear of blushing.     

Getting the Picture: Effects of Sketch Plans and Photographs on Children's,Adolescents' and Adults' Eyewitness Recall

We compared the effects of three types of visual aid on free recall across three age groups in an eyewitness paradigm. Child, adolescent and adult participants (N = 144) viewed a short film depicting a non‐violent crime and, following a brief delay, gave a free‐recall account. Participants then described the event once again, with the aid of their own sketch plan, a provided sketch plan or photograph, or with no visual aid. Interviews were transcribed verbatim and coded for the type and accuracy of information reported. Across all age groups, relative to the control condition, all three visual aids increased the amount of new information reported during the second free‐recall account and helped participants to maintain accuracy. All three visual aids therefore had a positive effect on participants' performance; in a forensic setting, however, witnesses' own sketch plans are likely to be the safest, most easily applied and most time effective.Copyright © 2015 John Wiley & Sons, Ltd.     

同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用

采用追踪设计,对贵州省487名留守青少年进行间隔6个月的两次追踪调查,考察同伴侵害对男女留守青少年主观幸福感的影响以及自尊、教师支持和朋友支持在其中的作用。结果表明：（1）同伴侵害不仅能显著负向预测半年后留守青少年的主观幸福感,还能通过自尊的中介作用间接预测主观幸福感;（2）朋友支持可以显著缓解同伴侵害对男女留守青少年主观幸福感的消极影响：当朋友支持较低时,同伴侵害对男女留守青少年主观幸福感的消极作用显著,当朋友支持较高时则不存在显著影响;（3）教师支持可以显著缓解同伴侵害对留守女生主观幸福感的直接作用：相对于高教师支持的女生,同伴侵害对主观幸福感的影响在低教师支持的女生中更强;教师支持还可以调节留守女生同伴侵害与自尊之间的关系：相对于低教师支持的女生,同伴侵害对自尊的影响在高教师支持的女生中更显著。     

同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用

采用追踪设计,对贵州省487名留守青少年进行间隔6个月的两次追踪调查,考察同伴侵害对男女留守青少年主观幸福感的影响以及自尊、教师支持和朋友支持在其中的作用。结果表明：（1）同伴侵害不仅能显著负向预测半年后留守青少年的主观幸福感,还能通过自尊的中介作用间接预测主观幸福感;（2）朋友支持可以显著缓解同伴侵害对男女留守青少年主观幸福感的消极影响：当朋友支持较低时,同伴侵害对男女留守青少年主观幸福感的消极作用显著,当朋友支持较高时则不存在显著影响;（3）教师支持可以显著缓解同伴侵害对留守女生主观幸福感的直接作用：相对于高教师支持的女生,同伴侵害对主观幸福感的影响在低教师支持的女生中更强;教师支持还可以调节留守女生同伴侵害与自尊之间的关系：相对于低教师支持的女生,同伴侵害对自尊的影响在高教师支持的女生中更显著。     

试析学校体育对青少年社会性格的影响

社会性格是指在一定社会结构中的大多数人为了适应社会条件的需要而共同具有的稳定的心理特征倾向及其行为习惯方式。学校体育运动可以为人们提供多种活动情景,对参与者或观看者产生一定的影响,为培养良好的社会性格创造有利的条件。     

The Impact of Self-Presentations on Self-Beliefs: Effects of Social Identity and Self-Presentational Context

To examine the impact of self-presentations on private self-appraisals, subjects were induced to characterize themselves positively or negatively during a face-to-face interview, during a written interview, or on a private questionnaire. As hypothesized, subjects high in Social Identity (the tendency to root identity in social sources of experience) shifted their self-appraisals in the direction of their positive or negative role after a face-to-face interaction, but were less affected by role in their private self-characterizations. In contrast, subjects low in Social Identity were primarily affected by a private, positive self-characterization. The latter subjects were not indifferent to how they appeared to others, as indicated by their attempts to rationalize negative, face-to-face self-presentations; they simply did not define themselves in terms of their public appearance.     

A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context

Social disorganization theory suggests that certain school-level indictors of disorder may be important predictors of bullying-related attitudes and behaviors. Multilevel analyses were conducted on bullying-related attitudes and experiences among 22,178 students in 95 elementary and middle schools. The intraclass correlation coefficients indicated that 0.6–2% of the variance in victimization, 5–10% of the variance in retaliatory attitudes, 5–6% of the variance in perceptions of safety, and 0.9% of the variance in perpetration of bullying was associated with the clustering of students within schools. Although the specific associations varied somewhat for elementary schools as compared to middle schools, the hierarchical linear modeling analyses generally suggested that school-level indicators of disorder (e.g., student–teacher ratio, concentration of student poverty, suspension rate, and student mobility) were significant predictors of bullying-related attitudes and experiences. Student-level characteristics (i.e., sex, ethnicity, status in school) were also relevant to students’ retaliatory attitudes, perceptions of safety, and involvement in bullying. Implications for school-based research and violence prevention are provided.     

网络成瘾对青少年的社会性发展影响研究

本研究旨在探讨网络成瘾青少年与非成瘾青少年社会性发展的差异。结果表明:(1)网络成瘾青少年与非成瘾青少年在社会交往方面,如社会退缩等方面没有显著性差异;(2)在生活事件、网络使用时间、主观幸福感、社会支持、攻击性、无序感、自我和谐等方面都存在显著性差异。     

The Influence of Social Context on Requests in Young Iranian Children

This study concerns the influence of social contexts on young children's communication. The aim was to show that, at a very young age, children take into account the conversational context and certain conventions governing social relations. Iranian children's request behaviours were analyzed in three situations: (a) the adult immediately complies (satisfaction), (b) the adult asks a clarification question (clarification), and (c) the adult refuses to comply (refusal). Two groups of 12 children aged 18 and 30 months were observed in day-care centres during dyadic interaction with an Iranian adult. The verbal and nonverbal productions of the two groups were considered. The results showed that the children modified their behaviours in accordance with the adult's attitude. Comparison with a study conducted in France suggests that reformulations in the clarification situation are similar in the two cultures. The intercultural differences observed concern both overall request production and the characteristics of reformulations in the refusal situation. These specificities reflect the early influence of cultural values concerning the difference between the social status of children and adults.     

Plans and the Initiation of Social Relationships

Researchers interested in cognitive approaches to relational communication have typically sought explanations for how cognition influences the interpretation of social actions. Few attempts have been made to understand how cognitive structures guide action production. This study extends the work of such researchers by demonstrating the relationship of plans to two social outcomes, loneliness and shyness. College students described how they would request a date from a member of the opposite sex and how they would ingratiate themselves to a new roommate. Each plan was judged for its effectiveness (i.e., likelihood of success) and analyzed for the types of actions represented within it. As hypothesized, loneliness and shyness were inversely related to plan effectiveness in the date-requesting domain for males but not for females. Loneliness and shyness were inversely related to plan effectiveness in the roommate ingratiation situation for both sexes. Results are discussed in terms of their implications for theories of planning and action production in social interactions.     

Willingness to Help a Stranger: The Effects of Social Context and Opinion Similarity1

Two field experiments investigate how information about aspects of the social environment affects willingness to help others who are similar or dissimilar. Subjects were pedestrians who found a lost packet of materials containing information about the opinions of the packet's loser and a survey report which claimed that the quality of life in the neighborhood had either improved or deteriorated. In the fiist study, the opinions were varied in order to create different degrees of opinion similarity between the loser and subject. Results showed that relatively slight differences between the loser's and subject's opinions made subjects unwilling to help (return the lost packet) when information about the social environment suggested a negative state of affairs, e.g., quality of life deteriorating. However, when information about the social environment suggested a positive state of affairs, subjects were willing to help, even if there was little similarity of opinion. In the second study, subjects learned that the loser of the packet agreed with their views on one opinion but disagreed on another. In this study, one of the two opinions concerned the same social issue as the one described in the survey report. Results demonstrated that subjects helped when there was agreement on the social issue that was also highlighted in survey reports of a negative state of affairs in the social environment and withheld help when there was disagreement on this issue. There were trends for the same result with information about a positive state of affairs in the social world.     

亲子沟通问题与青少年社会适应的关系

从北京市一所普通中学、济南市一所重点中学选取887名初一至高三学生为被试,采取匿名的方式让被试报告与父母之间存在的沟通问题,以及自己的社会适应情况,以此探讨亲子沟通问题与青少年社会适应的关系.结果发现:(1)总体上,青少年报告的亲子沟通问题并不是很多.在9项亲子沟通问题中,排在第一位的问题是行为约束,排在最后一位的问题是缺乏信任.除高二和高三学生外,男女生,以及初一到高一学生的情况基本与总体相似;(2)男生报告的缺乏分享明显多于女生,而在9个方面的亲子沟通问题均存在明显的年级差异,且随年级升高呈现倒U型发展趋势,在缺乏分享方面,初二学生的得分最高,而其余8个方面均为初三的学生得分最高;(3)所有亲子沟通问题均与青少年的自尊呈显著负相关,与抑郁、社交焦虑和问题行为呈显著正相关;(4)亲子沟通问题的不同方面可以预测不同方面的青少年社会适应,但对自尊和抑郁的预测作用超过对社交焦虑和问题行为的预测作用.     

中学生社会问题解决能力的特点及其与社会适应的关系

采用问卷法,对2157名中学生社会问题解决能力的特点及其与社会适应的关系进行研究。结果发现:(1)从初中到高中,中学生的社会问题解决能力出现下降的趋势;男生在计划制定上显著高于女生,在人际沟通、支持寻求上显著低于女生;班干部的社会问题解决能力显著高于非班干部;(2)中学生的社会问题解决能力可分为建设型、一般型和不良型,所占比例分别为22.9%、42.8%、34.4%,建设型中学生的社会适应状况显著好于一般型和不良型;(3)社会问题解决能力与社会适应状况显著相关,其对积极的社会适应有显著的正向预测作用,对消极的社会适应有显著的负向预测作用;在社会问题解决能力各维度中,问题趋近和问题回避的预测作用最为突出。     

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。     

Goal Systemic Effects in the Context of Choice and Social Judgment

The present paper features a novel approach to motivation and self‐regulation couched in conceptual terms of goal systems theory ( Kruglanski et al., 2002 ). Goal systems theory adopts a cognitive view of motivation and highlights the interrelations of goals and means. The cognitive aspects of the theory have to do with the architecture of cognitions, and the finality of cognitive resources. The motivational aspects of the theory relate to the relation of the goal/means constructs to the dynamics of action and the affective phenomena that accompany goal pursuit. A goal systemic analysis not only affords a better understanding of classic self‐regulatory phenomena, but also offers new insights into various psychological problems such as choice and judgment.     

青少年社交网站使用对自我概念清晰性的影响:社会比较的中介作用

为探讨青少年的社交网站使用和社会比较对自我概念清晰性的影响及其作用机制,采用社交网站使用强度问卷、社会比较倾向问卷和自我概念清晰问卷对697名中学生进行调查,结果发现:(1)社交网站使用强度和社会比较倾向呈显著正相关,而社交网站使用强度和社会比较倾向都与自我概念清晰性呈显著负相关。(2)社交网站使用对自我概念清晰性不仅有显著的直接预测效应,还能通过社会比较倾向的间接作用对自我概念清晰性产生影响。     

Daily School Context of Adolescents' Single Best Friendship and Adjustment

Research on adolescent best friendships typically focuses on school-based friendships, ignoring important differences between classroom-based and out-of-school friendships. With data from 156 ninth-grade students, many of whom named more than 1 best friend across the 14-day period, the authors examined associations between the daily school context of one's best friendship and adjustment. Benefits of in-grade best friendships were found in academic engagement when a composite was assessed across the 2-week period. Daily findings were more complex and were different between weekends and school days. Out-of-grade best friends were named more frequently on weekends, and on weekend days in which they named an out-of-school best friend participants spent more time with that friend but felt like less of a good student. Implications for our understanding of friendship context and for the measurement of friendship itself are discussed.