共查询到20条相似文献，搜索用时 15 毫秒
1.
Flook L 《Child development》2011,82(2):454-461
This study examined daily interpersonal events with parents and friends and daily well-being among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Associations were examined using a daily diary methodology whereby adolescents reported on positive and negative interpersonal experiences and mood each day for 2 weeks. Analyses using hierarchical linear modeling revealed bidirectional associations between adolescents' daily social interactions and mood. Findings indicated gender differences in adolescents' reactivity to daily interpersonal events as well as in the strength of daily mood as a predictor of interpersonal events. Furthermore, the ratio of positive to negative events experienced daily was consequential for adolescents' daily mood. Findings have practical implications for adolescents' everyday functioning and potential long-term adjustment. 相似文献
2.
Social Information Processing in Compliance Situations by Mothers of Behavior-Problem Boys 总被引：3，自引：0，他引：3
Zvi Strassberg 《Child development》1995,66(2):376-389
This investigation examined differences between mothers of behavior-problem boys (MBP; n = 20) and mothers of average boys (MAB; n = 20) in processing information in compliance situations (mean ages; mothers = 30 years, children = 8 years). Mothers responded to videorecorded stimuli of child behavior cues. Compliant and oppositional stimuli were clear regarding whether the child was going to obey the mother; however, bargaining and complaining were ambiguous. MBPs made greater attributions of defiant intent toward the child and experienced more anger than did MABs in ambiguous stimulus situations. MBPs also expected more resistance from the child and experienced more anxiety than did MABs, in all stimulus situations (ambiguous and clear). Differences between group mean processing scores were greater under conditions of stimulus ambiguity than under conditions of stimulus clarity. Findings are discussed in terms of the interface of mother-child relationship history and the child's current behavioral cues. 相似文献
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4.
Jui-Chih Chin 《Early education and development》2014,25(5):601-618
Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study. Data were collected via observation of play behaviors, a teacher-rated social competence scale, and a child interview. The results indicated that children's trust beliefs in friends’ promise-keeping behaviors were positively associated with intrapersonal and interpersonal domains of social competence. Children who had greater trust in non-friend classmates’ promise-keeping behaviors tended to be sociable in a group, polite, and more preferred, and they were less likely to be disliked by peers. Children with different trust profiles exhibited differential interactive behaviors with peers. Practice or Policy: These findings suggest that parents and early childhood educators should pay more attention to the extent to which young children trust their close friends and familiar peers, especially in terms of keeping promises. Adults may model their efforts in keeping their promises made to children and enhance children's capacity to reciprocate trust in close relationships. Adults can help children differentiate their trust based on the intimacy of relationships. 相似文献
5.
Relationally and physically aggressive children's intent attributions and feelings of distress for relational and instrumental peer provocations 总被引：13，自引：0，他引：13
Numerous studies have demonstrated that physically aggressive children exhibit hostile attributional biases in response to instrumental peer provocations, a social information-processing pattern that has been recognized as a contributor to peer-directed aggression. The present studies (N = 127 and N = 535) were designed to extend past research by evaluating the intent attributions and feelings of emotional distress of relationally and physically aggressive children in response to instrumental and relational provocation contexts. Results indicated that physically aggressive children exhibited hostile attributional biases and reported relatively greater distress for instrumental provocation situations, whereas relationally aggressive children exhibited hostile attributional biases and reported relatively greater distress for relational provocation contexts. Implications of these findings for the understanding of factors that may contribute to relational as well as physical aggression are discussed. 相似文献
6.
罗雨 《温州职业技术学院学报》2011,11(3):65-68
从社会公用、元认知视角研究致歉类用语,对比英、中两国在致歉类用语方面的变化,对于谴责文化流行的当今社会有着重要意义。研究表明,10年来,英、中两国在使用致歉类用语时发生了巨大变化：英国由原来的习惯使用致歉类用语逐渐变的谨慎,甚至成为艰难的言语和行为;而中国则普遍使用致歉类用语来解决人际关系问题。 相似文献
7.
随着全球化的发展,礼仪在人际交往中的作用越来越重要。小学生交往礼仪是指小学生在日常生活中与老师、家长、同学、朋友及其他人员交往中体现良好礼节、习惯等行为方式。它是一种养成教育,需要建立一套科学化、时代化、序列化的内容体系。依据小学生身心特点、认知能力,可以将小学生交往礼仪教育内容设计为“三级九档”。小学生交往礼仪教育对整个社会的净化与美化有着重要的意义。 相似文献
8.
This study examined the nature of social conflict occurring spontaneously during children's play. Preschoolers' (mean age = 53.9 months) differential conflict behavior with their friends and acquaintances was analyzed by use of relationship status as a within-subjects factor. Children behaved differently when interacting with their friends than they did with acquaintances. Conciliatory gestures (e.g., compromise, apology) were used more often with friends than with acquaintances. Conciliatory gestures were more likely than yields to lead to peaceful outcomes. However, yields were used most often by the children. Yet, no matter what resolution strategy was used, friends were more likely to remain together after conflict than acquaintances were. Because friendships are important to them, children must learn ways to maintain interaction despite conflict. Conflict resolution strategies among peers begin to emerge in the preschool years, first within friendly relationships. It is suggested that rather than using direct intervention, teachers should indirectly facilitate the development of such strategies. 相似文献
9.
侯香勤 《暨南大学华文学院学报》2012,(3):89-94,F0003
随着社会语言学的发展,言语行为的性别差异与社会文化之间的关系越来越受到研究者的关注。探讨汉语语境中致歉策略使用上的性别差异及其成因,是当今社会语言学研究中的一个重要议题。本文采用问卷调查与访谈的形式,主要基于Olshtain和Cohen的5个致歉语义公式,对汉语语境中男女致歉言语策略进行定量、定性分析后,发现两性在致歉策略的运用上存在显著差异,即：女性比男性使用较多致歉策略。语言使用上表现出来的性别差异可从男女生活的亚文化环境及面子的角度得到诠释。 相似文献
10.
Norah Frederickson 《British Journal of Special Education》2010,37(1):4-12
Children with special educational needs are generally less accepted, more rejected and more likely to be victims of bullying than their typically developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. In this article, based on her contribution to the Gulliford Lecture series, Norah Frederickson of University College London argues that attributional processes which appear central to the establishment of peer acceptance and supportive relationships are more likely to be triggered when a child's difficulties are severe or obvious, classmates are older and explanatory information is given to them. Schools are sometimes reluctant to discuss the special needs of a pupil with their classmates due to concerns about labelling. However, the literature on labelling suggests that such concerns have been exaggerated and that labels can sometimes serve a protective function. Norah Frederickson suggests that respectful, helping relationships between typically developing classmates and pupils with special needs are valued by young people, their parents and teachers, and can build to friendships within a context of positive opportunities for interaction. 相似文献
11.
The harmful effects of victimization on mental health have been demonstrated in several age groups, cultures, and populations, but there is wide variability in the resulting psychopathology. Ecological momentary assessment (EMA) allows the expression of an emotional state to be recorded at any given time and linked to a situation or context.This study aimed to analyze the contextual variables (where, with whom, and what), momentary satisfaction, and perception of momentary emotional and behavioral symptoms in a cohort of adolescents by the level of victimization, using EMA. We explored the everyday symptom profiles and the contexts in which events took place among 100 adolescents over a one-week period. Sociodemographic data were collected and assessment was done using the EMA (as a smartphone application) and the Juvenile Victimization Questionnaire (to assess childhood and adolescent victimization). In this study, regarding contextual variables, the group with the highest level of victimization (top 10%) showed a significant relationship with being away from home and being with friends other than classmates, and not being with parents or relatives. There was also an unexpectedly higher frequency of sporting engagement in this group. A relationship existed between emotional and behavioral problems and higher levels of victimization. In conclusion, the different groups of victimized subjects present a relatively high level of satisfaction in relation to the daily contexts and show low levels of emotional and behavioral symptomatology. 相似文献
12.
以往研究表明,不公平感知会导致个体的普遍信任受损。但如何修复不公平感知后的普遍信任,目前尚不清楚。本研究采用信任博弈范式,考察了道歉在不公平感知后的信任修复中的作用。结果发现:经历不公平对待后,道歉组的公平感知显著高于沉默组;道歉组的愤怒和厌恶程度显著低于沉默组;道歉组对陌生人的信任投资钱数显著高于沉默组;愤怒和厌恶分别在道歉与普遍信任之间起完全中介的作用。上述结果表明,在经历不公平的对待后,道歉能提高个体的公平感知,缓解其消极情绪,进而有效修复受损的普遍信任。 相似文献
13.
运用樊富珉编制的大学生心理压力调查表对湖北民族学院女生的心理压力源和应对方式进行调查研究．结果表明：（1）大学女生承受着较大的心理压力．（2）造成女生心理压力的因素依次是自我发展与择业问题、学习问题、人际交往问题．（3）大学女生面对压力时自己解决是主要策略．体育系女生采取此方式的比例高于普通女生．（4）遇到心理压力时,女生最先求助的对象是同学和朋友,求助最少的对象是心理咨询员、班主任和辅导员． 相似文献
14.
Xin Ma 《School Effectiveness & School Improvement》2013,24(2):209-240
Canadian data from the 1998 Cross-National Survey on Health Behaviors in School-Aged Children were analyzed to examine the effects of school experiences on personal health (physical health, mental health, self-esteem, helplessness, and body image) and interpersonal relationships (number of close friends and making friends) among adolescents. Hierarchical linear models with students nested within schools highlighted that both physical and mental health and self-esteem declined among Canadian adolescents across grade levels (Grades 6 – 10). Canadian adolescents also showed substantially increasing concerns about their body image. No health concern was found about feeling helpless and interpersonal relationship. The most important school effects pertained to parent behaviors at the school level with child-parent relationship being important to physical and mental health and parental involvement being important to self-perception (self-esteem, helplessness, and body image) and interpersonal relationship. 相似文献
15.
大学生人际关系的丧失与自我调适策略 总被引：2，自引：0，他引：2
影响心理健康的最大因素是人际关系的丧失.本文探讨了大学生主要人际关系的丧失,即家庭悲剧、失恋、同学关系冲突给大学生心理带来的可能伤害,并提出了如何避免或减少伤害的自我调适的策略. 相似文献
16.
The purpose of this study was to further explore the linkage between children's early school attitudes and interpersonal features of the classroom, including children's relationships with classmates and their perceptions of these relationships. Participants included 102 kindergarten children (M age = 5.8 years) who were interviewed at the beginning and end of kindergarten to obtain measures of their school attitudes (i.e., school liking), classroom peer relationships (i.e., peer acceptance, mutual friendships), and peer relationship perceptions (i.e., perceived loneliness, peer support). Results showed that initial school liking was associated with all four measures of children's peer relationships; however, only the number of mutual friendships that children possessed in their classrooms predicted changes in school attitudes (gains) over time. Early school attitudes were linked to changes in children's peer perceptions; children who disliked school early in kindergarten were more likely to view classmates as unsupportive as the school year progressed. Results are discussed in terms of the potential impact that classroom peer relations may have on early school attitudes, and vice versa. Implications for educational policy are also considered. 相似文献
17.
《信阳师范学院学报(哲学社会科学版)》2018,(3):111-117
明清时期,随着政治和社会形势的变化,在荣辱沉浮的巨大落差中,一批怀才不遇、落拓而归的士人与伶人群体在创作、搬演和戏班经营中,因与伶人相似的生存境遇和抒愤寄托的心理背景,便由传统的主仆从属关系发展为心灵知音、命运共同体和新型商业关系。部分士人甚至主动选择与优伶为伍,而伶人为提升自己的戏曲品味和文化素养,或是寻求改变其贱业乐籍的出身困境,主动向士人靠拢,士与伶的关系定位、身份界限逐渐模糊甚至出现角色互融与转换。 相似文献
18.
Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study explores the relationship between civic engagement and the various multimedia instructional practices used in a high school video production course with a single-school convenience sample and an ethnically diverse population of students. Findings reveal that the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism. Media literacy attitudes and a range of in-classroom learning experiences with video production are also associated with civic engagement. 相似文献
19.
The present study examined features of sibling and friend dyads’ connectedness (e.g., length and emotional tone of connected sequences) and the quality of the dyads’ interactions during play from early to middle childhood. Forty-four families with a 4-year-old focal child were observed at Time 1 (T1) and again at Time 2 (T2) at age 7 in two separate play sessions (i.e., sibling and friend). Play sessions were coded for interaction quality (i.e., conflict, cooperation). Based on previous research, features of the sequences (i.e., emotional tone, length of sequence) were compared across relationship and time. Research Findings: Findings revealed similarities in the dyads’ interaction quality, with both siblings and friends increasing in cooperation over time. Similarly, the emotional tone of siblings’ and friends’ connected sequences was more likely to be positive than negative; however, siblings’ sequences were short rather than long, whereas friends’ sequences were more likely to be long than short. Practice or Policy: These findings provide new insights into children’s connectedness in child-child relationships and changes in connectedness across development from early to middle childhood. The study highlights the importance of observing the dyad when using a relationships theory framework to examine children’s interactions. 相似文献
20.
Linda J. Levine 《Child development》1995,66(3):697-709
This study investigated kindergarten children's understanding of the causes of anger and sadness. Previous research has shown that before 6 or 7 years of age, children have difficulty distinguishing hypothetical situations designed to evoke anger from those designed to evoke sadness. In this project, 80 kindergarten children (ages 5-1 to 6-5, M = 5-10) predicted and explained protagonists' emotional responses to a variety of hypothetical events. The results showed that intentional harm was not the feature young children used to distinguish anger from sadness. Children predicted anger most often when they believed that protagonists could change undesirable situations and reinstate their goals and when children focused on the person or conditions that brought about undesirable situations. Children predicted sadness most often when they believed that goal reinstatement was impossible and focused on the losses that would ensue as a result. 相似文献