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221.
Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such aggressive behavior was more associated with girls as compared to boys. Findings further demonstrated that relational aggression was positively associated with perceived popularity and peer rejection. Relational aggression was also found to be highly stable over time. Additionally, higher classroom aggression norms, reflected by the classroom level for relational aggression, were associated with increased relational aggression in children. Although variation in relational aggression was situated both at class- and individual-level, differences between individuals were considerably larger than differences between classes. Limitations and further research suggestions are provided and practical implications are discussed. 相似文献
222.
The emergence of a research literature exploring parallels between physical and nonphysical (i.e., social, relational, indirect)
forms of aggression has raised many questions about the developmental effects of aggressive behavior on psychological functioning,
peer relationships, and social status. Although both forms of aggression have been linked to problematic outcomes in childhood
and adolescence, more recent findings have highlighted the importance of considering the possible social rewards conferred
by socially aggressive behavior. This paper examines relevant theory and empirical research investigating the adaptive and
maladaptive correlates specific to nonphysical forms of aggression. Findings are explored at the level of group (e.g., peer
rejection), dyadic (e.g., friendship quality), and individual (e.g., depressive symptoms) variables. Key developmental considerations
and methodological issues are addressed, and recommendations for future research integrating current theoretical conceptualizations
and empirical findings on social aggression are advanced. 相似文献
223.
224.
Many in education suggest that to have studentsadopt healthy and active lifestyles, then theymust be offered meaning rich physical activityexperiences. This paper adds to thisconversation in two ways. First, this paperadds depth and richness to traditionalconceptualizations of the meaning in movement.In doing so, we interrogate the physical,cognitive and affective meaning that studentsmay derive from participation in movement.Second, this paper examines the role ofphysical activity in theme-based, integratedcurriculum. We highlight how physical activitycan be incorporated into theme-based units insubstantial and non-trivial ways. 相似文献
225.
226.
Lisa H. Rosen Marion K. Underwood Kurt J. Beron Joanna K. Gentsch Michelle E. Wharton Ahrareh Rahdar 《Journal of abnormal child psychology》2009,37(5):693-704
This study examined self-reports of social victimization and parent reports of adjustment for a sample followed from fourth
through seventh grades. Different patterns of social victimization experiences were identified; of the 153 students (79 girls)
with complete data, 24% reported chronic social victimization, 23% reported transient experiences of social victimization,
and 53% reported being socially victimized at no more than one time point. We examined whether students who experienced persistent
and periodic social victimization were at greater risk for internalizing problems than nonvictims. Persistently victimized
children demonstrated continuously elevated levels of internalizing problems. Children who were not originally victimized
by social aggression but became victimized with time did not demonstrate higher levels of internalizing problems than did
nonvictims. Findings were mixed for those who escaped social victimization during this period.
This research was supported by NIMH grants R01 MH63076 and K02 MH073616. We are deeply grateful for the participation of children
and families in this study and for the cooperation of a local school system that wishes to go unnamed. We thank Mikal Galperin
for her help with recruiting and retaining the sample. 相似文献
227.
Acting in our interests: Relational self-construal and goal motivation across cultures 总被引:1,自引:0,他引:1
Relationally-autonomous reasons (RARs) are motives for behavior that take into account one’s close relationships. A cross-cultural
model tested the hypotheses that (a) people with a highly relational self-construal will pursue their goals for RARs, and
(b) RARs will predict positive goal outcomes after controlling for variance explained by personally-autonomous reasons (PARs)
and social support. One hundred seventy Americans and 219 Japanese completed a well-being and self questionnaire then generated
and rated seven goals on several attributes. Results showed that relational self-construal was associated with RARs for goals.
RARs predicted effort directly and predicted progress and purpose in life indirectly for both groups. In addition, Americans
and Japanese differed in the types of goals they pursued and the degree to which social support predicted effort. Implications
for self, culture, and motivation research are discussed.
相似文献
Jonathan S. GoreEmail: |
228.
Young children's integration of weight and distance information was examined using a new methodology that combines a single-armed apparatus with functional measurement. Weight and distance values were varied factorially across the item set. Children estimated how far the beam would tilt when different numbers of weights were placed at different distances from the pivot. There was a developmental progression from non-systematic responding (3-year-olds) to responding based on a single variable, usually weight (4-year-olds) to responding based on integration of weight and distance (5-, 6- and 7-year-olds). Individual analyses revealed additive and multiplicative integration rules in children aged from 5 years. Weight–distance strategy complexity increased with age and was associated with better performance on independent measures of relational processing, especially the more complex items. Thus weight–distance integration involves processing of complex relational information. The findings enhance the explanatory power of Relational Complexity theory as a domain-general approach to cognitive development. 相似文献
229.
Recognizing relational similarity relies on the ability to understand that defining object properties might not lie in the objects individually, but in the relations of the properties of various object to each other. This aptitude is highly relevant for many important human skills such as language, reasoning, categorization and understanding analogy and metaphor. In the current study, we investigated the ability to recognize relational similarities by testing five species of great apes, including human children in a spatial task. We found that all species performed better if related elements are connected by logico-causal as opposed to non-causal relations. Further, we find that only children above 4 years of age, bonobos and chimpanzees, unlike younger children, gorillas and orangutans display some mastery of reasoning by non-causal relational similarity. We conclude that recognizing relational similarity is not in its entirety unique to the human species. The lack of a capability for language does not prohibit recognition of simple relational similarities. The data are discussed in the light of the phylogenetic tree of relatedness of the great apes. 相似文献
230.
This essay discusses critically the ways in which different metaphors employed to illustrate the practices of knowledge production and knowledge acquisition as well as scientific and scholarly research shape our understanding of the academic form of life. The essay examines the metaphors of knowledge and their role in academia by means of philosophical analysis and a rhetorical analysis of language, thereby defending the core values of academic freedom. It focuses on two pairs of metaphors highly relevant to the tensions characteristic of contemporary academic work: verticality and horizontality, on the one hand, and change and stability, on the other. The entanglement of perspectives from philosophy and historical rhetoric serves a metaphilosophical goal here: to show that our philosophical understanding of the nature of inquiry will be considerably enhanced if we seriously, and with both historical and literary sensibilities, study the metaphors we use in characterizing our epistemic and cognitive projects. 相似文献