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In 2 studies, a total of 213 black and Mexican-American third- and sixth-grade children were asked to respond to 8 videotaped scenes of everyday social encounters with same-ethnic, unfamiliar peers at school. Mexican-American children reported expectations for sharing and relying on authority figures significantly more often, and apologizing, getting angry, and initiating action significantly less often than their black peers. Emotional responses decreased and socially desirable responses increased with grade for both groups. In addition, ethnic differences were greater at the sixth-grade than at the third-grade level for both groups. Girls apologized and sought help from teachers more often than boys, and social expectations varied by sex for each ethnic group. Individual children varied in the degree of similarity to their group, with some children giving responses highly typical of their group across all 8 scenes and others giving responses not typical of their group. High self-esteem was significantly correlated to being similar to one's own group. 相似文献
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《The Journal of educational research》2012,105(6):442-448
ABSTRACT The authors examined the nature of dominant students in Grades 3–5 in a midwestern school system in the United States. Previous research has indicated 2 ways a student may gain dominance—through bullying and prosocial behaviors. A cluster analysis for dominant children was conducted using social interdependence attitude scores, children's self-reports of bullying and prosocial behaviors, and teacher reports of bullying and prosocial behaviors. Dominant children were clustered into cooperative-prosocial, competitive-aggressive, and individualistic groups. Competitive-aggressive children received higher teacher ratings of dominance than did cooperative-prosocial children, there was no significant among the clusters on perceived leadership by peers, and cooperative-prosocial children tended to have teachers who used more cooperative learning in their classroom. 相似文献
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This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context. 相似文献
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This paper analyses the effects of gender, attendance period and age on children's adjustment to nursery classes as measured by the teachers using the Child at School Schedule. The sample consisted of 820 children in sixteen nursery classes attached to primary schools in one Local Education Authority. Within the sample three age groups were distinguished: Oldest (4:3 — 4: 8 years); Middles (3:9 — 4:2: years); Youngest (3:1 — 3:8 years). The results of a three‐way analysis of variance showed that boys and afternoon attenders were perceived to be less well‐adjusted to school than girls and morning attenders (at 1% level). In addition, the oldest children were perceived as better adjusted than younger ones: with the exception of three items the youngest were perceived as the least well adjusted. Strategies to help boys and afternoon attenders to experience as positive a start to nursery education as girls and morning attenders are discussed. The key role of the adults in helping children to develop personal and social skills is highlighted as is the need for home/school partnership. The implications of gender for play and classroom organisation are also considered. 相似文献
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《Early childhood research quarterly》2006,21(3):347-359
The purpose of the current investigation was to examine both social behaviors (i.e., aggression, shyness-withdrawal, and prosocial tendencies) and social understanding (i.e., attitudes and responses to such behaviors in hypothetical peers) of empathic and low-empathic children. Participants were 136 children in kindergarten and grade one. Parents completed ratings of child empathy, shyness, aggression, and prosocial tendencies. Children were presented with vignettes depicting prosocial, aggressive, or shy peers, and asked questions concerning their understanding and responses towards these behaviors. Results indicated that as compared to low-empathic peers, more empathic children were reported to exhibit greater prosocial behavior and less aggression and social-withdrawal. In addition, empathic children demonstrated a more sophisticated understanding of shyness and aggression as compared to less empathic peers. These results suggest that empathic children are more socially sensitive, both in terms of their social understanding of others as well as their own social behaviors. 相似文献
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本文采用实验的方法,对北京地区某培智学校39名7-15岁的一般性智力障碍儿童、唐氏综合征儿童、低功能自闭症儿童的助人、合作、分享、对他人痛苦的反应四种亲社会行为进行了比较研究,结果发现：自闭症儿童的助人行为水平显著低于一般性智力障碍儿童;唐氏综合征儿童的分享行为水平显著低于一般性智力障碍儿童;三类儿童的合作行为以及对他人痛苦的反应均处于很低的水平。 相似文献
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Peter Zettergren 《Psychology in the schools》2005,42(7):745-757
This longitudinal study examined the relation between stable sociometric status among same‐gender classmates at age 10–11 and peer situation and social adjustment at age 15. Rejected, popular, and average groups of both genders (N = 90) were selected from a representative school sample. Rejected boys and girls preserved their low position among same‐gender class peers at age 15. They also had low status among cross‐gender class peers. Furthermore, rejected children perceived their peer situation as worse compared to other children. As expected, adolescents had most of their peers in ordinary or conventional peer categories, that is, same‐age peers, class peers, and other school peers. Rejected participants had a smaller number of conventional peers than other children in some categories (same‐age and school peers). There were, however, no peer‐status differences in nonconventional peer categories, like different‐age and antisocial peers; neither were there differences in own antisocial tendencies. Antisocial deviancy seems to be more common among boys and their peers than among girls. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 745–757, 2005. 相似文献
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Children with learning disabilities in four types of special education settings were compared in terms of social acceptance, number of friends, quality of relationship with best friends, self‐concept, loneliness, depression, social skills, and problem behaviors. Two of the placements (In‐Class Support and Resource Room) were for children with mild to moderate learning disabilities and involved between 30 and 90 minutes of special education per school day. The other two placements (Inclusion Class and Self‐Contained Special Education Class) were designated for children with severe learning disabilities and involved at least a half‐day of special education. Children in the more inclusive placements had more positive social and emotional functioning. Children receiving In‐Class Support were more accepted by peers, had higher self‐perceptions of mathematics competence, and fewer problem behaviors than children receiving Resource Room Support. Children in Inclusion Classes had more satisfying relationships with their best school friends, were less lonely, and had fewer problem behaviors than children in Self‐Contained Special Education Classes. 相似文献
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Elisabetta Conte Ilaria Grazzani Alessandro Pepe 《Early education and development》2018,29(6):814-830
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian children between 24 and 47 months of age (M = 35.6 months, SD = 6.77 months). We adopted a multitrait mixed-methods research design, using direct measures of emotion knowledge, theory of mind, and language as well as naturalistic observations of children’s free play with peers to detect the frequency with which they engaged in prosocial behaviors. Ordinal logistic regression analyses showed that helping behaviors were especially accounted for by emotion knowledge and gender, whereas variance in sharing behaviors was mostly explained by theory-of-mind ability and language. Practice or Policy: The findings encourage those involved in early childhood education to develop training and intervention programs to enhance children’s emotional, linguistic, and cognitive skills. Given that these results were obtained with children as young as 2 and 3 years, preventive intervention should be implemented during the earliest years of life. 相似文献
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《Early education and development》2013,24(4):487-498
This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context. 相似文献
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This study examined relations between early behavioral inhibition and social and school outcomes in Chinese children (N = 200). Data on behavioral inhibition were collected from a sample of 2‐year‐olds in China. Follow‐up data on social behaviors, peer relationships, and school performance were collected from multiple sources at 7 years of age. Behavioral inhibition was found to be positively associated with later cooperative behavior, peer liking, perceived social integration, positive school attitudes, and school competence, and negatively associated with later learning problems. Highly inhibited toddlers were generally better adjusted than others in social and school areas in middle childhood. The results indicate the distinct functional meaning of behavioral inhibition in Chinese children from a developmental perspective. 相似文献
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This study focused on peer sensitivity to differences in social behaviors between hyperactive and normal comparison peers and, especially, to medication-related behavioral differences. In Study 1, normal sixth graders rated videotapes of normal and hyperactive boys playing a social interaction game. Half of the hyperactive boys were taking methylphenidate, and the other half placebo. In Study 2, fourth- and sixth-grade children rated a different sample of hyperactive boys (seen on both methylphenidate and placebo) playing the same interaction game. Hyperactive boys taking placebo were perceived as exhibiting more externalizing problem behaviors than either medicated hyperactive boys or comparison boys. The medication effects were robust, spanning many behavioral domains and emerging consistently across the 2 studies. There were few grade or gender differences. Discussion focused on children's detection of treatment-related differences in the social behaviors of their peers, as well as on the imperfect relation between social behavior and social standing. 相似文献
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A Comparison of Aggressive-Rejected and Nonaggressive-Rejected Children's Interpretations of Self-Directed and Other-Directed Rejection 总被引：2，自引：0，他引：2
The hypothesis that aggressive-rejected children are unaware of their social status because they are self-protective when processing negative peer feedback was tested in 3 studies. In Study 1, fourth-grade girls and boys were asked to name peers they liked or disliked, as well as peers they thought liked or disliked them. Comparisons of aggressive-rejected, nonaggressive-rejected, and average status groups revealed that aggressive-rejected children were more unrealistic in their assessments of their social status than were nonaggressive-rejected children. In Study 2, rejected and average boys identified in Study 1 were asked to name who they thought liked or disliked other children from their classroom. Comparisons of perceived and actual nominations for peers revealed that aggressive-rejected children were able to assess the social status of others as well as did nonaggressive-rejected and average status children. Because the difficulties aggressive-rejected children demonstrated in Study 1 did not generalize to judging the status of others in Study 2, the self-protective hypothesis was supported. Study 3 provided a parallel test of this hypothesis under more controlled conditions. Subjects from Study 2 viewed other children receiving rejection feedback from peers in videotaped interactions and received similar feedback themselves from experimental confederates. While all subjects rated self-directed feedback somewhat more positively than other-directed feedback, aggressive-rejected subjects had the largest self-favoring discrepancy between their judgments of self- and other-directed feedback. These findings also suggest that aggressive-rejected children may make self-protective "errors" when judging other children's negative feelings about them. Ethnicity differences in evaluating peer feedback emerged in Studies 1 and 3, raising questions about the impact of minority status on children's evaluations of rejection feedback. 相似文献
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Nathlie A. Badian 《Annals of dyslexia》1992,42(1):159-178
The aims of the study were to investigate whether children showing a low nonverbal/high verbal (LNV) WISC-R profile are more
likely to exhibit behaviors conducive to school failure than children with a low verbal/high nonverbal (LV) profile, and to
examine the relationships among these behaviors, the LNV/LV profiles, and reading ability. The 65 subjects included 27 LNV
and 38 LV children, aged 5 to 11 years. Results confirmed earlier findings (Badian 1986) that LNV children are perceived by
their teachers as significantly poorer than LV children in many behaviors associated with school success. There was a dichotomy,
however, between LNV good and poor readers. All LNV subjects displayed problems in organizational skills, but those who were
dyslexic were poorer in social behavior (e.g., acceptance of criticism and peer relationships) than either LNV good readers
or LV good or poor readers. It was concluded that children with a low nonverbal/high verbal profile and a probable right hemisphere
dysfunction, who appear to be dyslexic in the early school years, are at high risk for both social behavior problems and school
failure, and that these children are a more high-risk group than poor readers with a low verbal/high nonverbal profile. 相似文献
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The relation between parent interview reports of physical discipline at home, and children's acting-out school behaviors was examined in part to validate interview methods of assessment for early intervention. Parent reports of discipline methods were gathered at entrance to kindergarten, and teacher reports of acting-out behaviors were obtained twice in kindergarten and in first grade. Children who required physical discipline at home exhibited significantly more acting-out behaviors at school than did their nonphysically disciplined peers. Children who received frequent physical discipline (at least once per week) acted out significantly more than those who received infrequent physical discipline. The frequency of nonphysical discipline at home was not related to degree of acting-out school behaviors. Socioeconomic status (SES) was significantly related to acting out in first grade but not in kindergarten. The results are discussed in terms of the utility of interview methods of assessment for early intervention. 相似文献
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Louise Dursley 《教育心理学》2015,35(4):416-429
Children’s reports of the perceived seriousness of disruptive classroom behaviours were examined from their own perspective and from their perceptions of their peers’ beliefs about the same behaviour. Two hundred and seventy-six (116 female and 161 male, Mage?=?11.00?years, SDage?=?1.29) children recruited from a primary and a secondary school in the UK completed measures of the perceived seriousness of disruptive classroom behaviours from their own perspective and also their beliefs about their peers’ perceptions, social desirability and social behaviour. A three-factor structure of disruptive classroom behaviours emerged encompassing: Imprudent behaviours, negative behaviours and expressed emotions. Children judged the disruptive classroom behaviours as more serious compared to how they thought their peers would judge the same behaviour. Gender and age differences also emerged. The findings support the conclusion that children regard disruptive classroom behaviours as more serious than they believe their peers do. 相似文献
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C. A. Atherley 《Educational studies》1989,15(2):145-153
A 12‐week peer tutoring reading programme named ‘Shared Reading’ was conducted with a class of SPA primary school children. Significant reading gains were shown by the class at the end of the experimental period when compared to a matched control group. The gains were not maintained when the children reverted back to individual silent reading. Before the programme the children had exhibited poor reading behaviours—whilst the class had a splintered social structure. During the programme the level of on‐task reading behaviours rose considerably and more positive social behaviours were noted in the class with more friendliness, cohesion and co‐operation between the children. The belief that the gains of the children informally acting as ‘tutors’ would be adversely affected by them helping their less able peers was not supported since the ‘tutors’ made more reading gain than the Hutees’. It is concluded that peer tutoring is an under‐used teaching strategy which, if used appropriately, can be a valuable and enjoyable one for teachers and pupils. 相似文献
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May Britt Drugli Bo Larsson Graham Clifford Sturla Fossum 《Scandinavian Journal of Educational Research》2013,57(5):547-559
Differences between pervasive (home and day‐care/school) versus non‐pervasive (home only) conduct problems were examined in regard to various child, parent/family, and day‐care/school characteristics in an outpatient clinic sample of 120 children aged 4–8 years. All children scored above the 90th percentile on the Eyberg Child Behavior Inventory for home problems and met the criteria for a possible or a confirmed diagnosis of oppositional defiant behaviours. The proportion of children with pervasive conduct problems was high, 83%. Teachers in day care and school reported children in the pervasive group to have significantly more attention and internalizing problems as well as lower social competence scores than those in the non‐pervasive group. Children in the pervasive group also showed consistently more problems in their relationships both with teachers and peers than those in the non‐pervasive group. The implications for assessment and treatment of children with conduct problems in these age‐groups are discussed. 相似文献