同伴侵害与人际关系取向人格特质的交叉滞后分析:城市原住儿童与农村随迁儿童的比较

研究采用间隔两年的追踪设计，分析了477名农村随迁儿童（男生57.10%；2014年时平均年龄为11.54±0.64岁）与245名城市原住儿童（男生50.60%；2014年时平均年龄为11.36±0.51岁）的同伴侵害与和谐性、人际触觉两个人际关系取向人格维度的相互影响。这些儿童分别来自上海市采取融合教育的四所公立初中。他们首次参加本研究时为初中预备年级。交叉滞后分析表明，（1）在原住儿童组，时间1的同伴侵害可以负向预测时间2的和谐性与人际触觉；（2）在随迁儿童组，和谐性与同伴侵害有负向循环作用关系，且时间1的同伴侵害可以负向预测时间2的人际触觉。研究一定程度上揭示了人际人格发展与所处环境（特别是同伴侵害的不利环境）的动态相互作用模式。文章最后讨论了原住儿童与随迁儿童混合编班的融合教育模式对所有城市儿童适应社会转型的现实意义。

A Cross-lagged Study of Peer Victimization and Children's Interpersonal Relatedness Personality Traits: A Comparison Between Urban and Rural Children

Although previous studies largely supported that peer victimization correlates with personality that mainly bases on Big Five model focused on intrapersonal dimensions, limited research examined the relationship between peer victimization and interpersonal relatedness personality, effectively highlighted in Chinese context. Our study examined the reciprocal relationship between peer victimization and harmony and social sensitivity, at both rural migrant and urban children with a two-year longitudinal design.
Seven hundred and Twenty-Two Preliminary Junior students, including 245 urban children (50.60% female; M_age=11.36 years old, SD=0.51) and 477 migrant children (57.10% female; M_age=11.54 years old, SD=0.64) from four junior secondary schools in Shanghai, were recruited. Two waves of data collection were conducted with a two-year interval. Peer victimization was assessed by the approach of peer behavior nomination with the Revised Class Play and teacher reports with Teacher-Child Rating scale. Interpersonal relatedness personality (i.e., harmony and social sensitivity) was measured with the Cross-Culture (Chinese) Personality Assessment Inventory for Adolescents.
Peer nomination of peer victimization showed a significant decrease from Wave I to Wave Ⅱ. Migrant group reported higher levels of social sensitivity than did the urban group. Significant negative correlations between peer victimization and both harmony and social sensitivity were supported across both groups. Cross-lagged path analyses were conducted after controlling for gender and SES. Peer-and teacher-rated peer victimization were two indicators of the latent peer victimization. (1) A reciprocal negative effect between peer victimization and harmony was supported at the migrant group. (2) As for the urban group, only the negative effect was significant from peer victimization at Preliminary Junior to harmony at Junior Two. (3) Peer victimization at Preliminary Junior had a negative effect on social sensitivity at Junior Two across the two groups.
Conclusively, the negative influences of peer victimization on children's personality development at the junior school period should be tried to reduce or avoid in the practice of integrated education and school management. For instance, a harmony interpersonal relationship might be beneficial to reducing peer victimization and promoting their adaptation to urban environment. Alternatively, with the social change and urbanization in China, city-lived adolescents including both migrant and native populations should adapt the multi-cultural society and life-styles with open minds.