初中生同伴圈子的发展及其对合作倾向、预期和行为的影响

在社会化过程中，同伴圈子不仅决定儿童青少年的交往范围和互动质量，而且影响其心理发展和社会适应。本研究从苏州市某初级中学选取768名初一学生进行了为期一年的追踪，采用社会认知地图、合作倾向评定量表和公共物品困境实验范式测查了同伴圈子、合作倾向、预期与合作行为，运用多层线性模型技术（Two-level HLM）探讨同伴圈子的合作水平对个体合作水平的影响。结果发现：（1）女生圈子数量最多而规模最小，男女混合圈子规模最大而数量最少；跨地域圈子数量最多且规模最大；（2）女生圈子最为稳定，男女混合圈子最不稳定；（3）在混合性别圈子中，个体的合作预期与行为更容易随着圈子合作预期水平的提高而增强；而在单性别圈子中，个体的合作预期与行为更容易随着圈子合作行为水平的提高而增强。结论：初中生同伴圈子在性别上具有同质性，女生圈子多且稳定；第一年单性别和混合性别圈子的合作倾向、预期和行为水平对第二年个体的合作水平产生了不同影响，即不同性别圈子对个体的影响模式存在差异。

The Development of Peer Circle in Junior High School Students and its Influence on Cooperative Tendency,Expectation, and Behavior

During socialization, the peer circle not only determines the range and quality of children's and adolescents' interactions, but also affects their psychological development and social adaptation. In this study, 768 students from a junior high school in Suzhou, China, were followed for one year. The Social Cognitive Map (SCM), the Cooperative Tendency Rating Scale, and the Experimental Paradigm of Public Goods Dilemma were used to investigate peer characteristics, cooperative tendency, expectation, and behavior. In addition, we used two-level hierarchical linear modeling to explore the influence of peer cooperation levels on the individual's cooperation levels. The results were as follows: (1) The number of female circles was highest, but their sizes were the smallest. The size of mixed-gender circles was highest, but their number was lowest. The number of cross-regional circles was highest, but their sizes were the smallest. (2) Female circles were most stable, while mixed circles were most unstable. (3) The cooperative expectation and behavior of individuals in mixed-gender circles were more likely to improve with an increase in cooperative expectation. However, the cooperation expectation of individuals in single-gender circles was more likely to increase with an improvement in cooperative behavior. Conclusion: Junior high school peers were homogenous in gender; peer circles among female were multiple and stable. The level of cooperation tendency, expectation, and behavior of single-sex and mixed-sex peers in the first year has different effects on the level of individual cooperation in the second year. There are differences in the individual impact patterns of gender circles.