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本文通过问卷调查241名3～6年级受欺负儿童,发现学龄儿童的受欺负对象、受欺负后的求助行为及心理、同伴关系与同伴地位均存在性别差异：男生主要受一个男生欺负,女生主要受几个男生欺负;受欺负男生向教师及朋友求助的比例低于受欺负女生,也更少体验到求助成功的积极体验;受欺负男生的同伴接纳程度低于受欺负女生,其同伴拒绝程度高于受欺负女生;受欺负男生的受欢迎比例低于受欺负女生,其被拒绝的比例高于受欺负女生。根据研究结果,文章提出了针对性的干预策略。 相似文献
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以重庆市440名流动儿童与192名城市儿童为研究对象,采用同伴评定量表、师生关系问卷、社会支持评定量表、＂个体歧视知觉＂流动儿童版问卷,考察了流动儿童同伴关系、师生关系及歧视知觉的特点并考察了同伴关系、师生关系与歧视知觉之间关系,结果表明：（1）同伴关系无论是在性别、学段还是两类不同儿童群体上的差异比较均不存在显著差异;在师生关系上,女生好于男生,在正向师生关系上高于男生,负向师生关系上低于男生得分;歧视知觉方面,男生感受到的歧视高于女生。（2）同伴关系与歧视知觉呈负相关,师生冲突、主观支持及支持利用度呈负相关。（3）同伴关系、主观支持可以负向预测歧视知觉,师生冲突可正向预测歧视知觉。（4）社会支持在流动儿童同伴关系、师生关系与歧视知觉间存在调节作用。 相似文献
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通过对132名小学3、4、5年级学生的同伴接纳、社会行为和父母教养方式相互关系的问卷调查发现,儿童表现出的攻击行为越少,亲社会行为越多,则同伴接纳越高;儿童的同伴接纳与父母教养方式之间没有关系;父母不同的教养方式对儿童的社会行为产生显著的影响,父母教养方式积极的儿童表现出更多的亲社会行为. 相似文献
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利用张文新修订的Olweus欺负问卷、陈欣银等人修订的儿童社会行为量表、社会提名法等对827名中小学生进行测查,考察中小学生受欺负的状况,及与其行为表现、同伴关系之间关系.结果发现:(1)总体而言,中小学生受欺负的发生率比较高,且相当稳定;(2)中小学生受欺负与同伴接纳显著负相关,与同伴拒绝显著正相关,即儿童受欺负频次越高,其同伴接纳越少,同伴拒绝越多;(3)在中小学中,儿童的社会行为在儿童受欺负对同伴关系的影响中起部分中介作用.受欺负频次通过社会行为中的攻击行为和羞怯-退缩行为间接地影响同伴关系. 相似文献
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为了更好地了解ADHD儿童的师生关系、情绪行为问题和同伴接纳的关系,探究同伴接纳在师生关系和情绪行为问题中的中介作用。研究采用师生关系问卷、同伴提名法和长处与困难问卷对130名3—5年级ADHD儿童进行问卷调查。研究发现:ADHD儿童的情绪行为问题、同伴接纳、师生关系两两之间存在显著相关;同伴接纳在师生关系和情绪行为问题之间起部分中介作用。 相似文献
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小学生社会退缩行为产生的原因及对策 总被引：3，自引：0，他引：3
社会退缩行为是儿童身上常见的一种孤僻行为,小学生的社会退缩行为影响到个体的社会化进程和身心健康,并且可能影响到儿童将来的幸福。这种行为的产生,一方面因为儿童本身具有抑郁型气质;另一方面客观存在不良家庭关系和亲子关系、不良教学方式和师生关系,以及存在同伴拒绝、同伴欺侮等不良行为。解决策略主要有改善亲子关系、师生关系和训练并提高社交技能。 相似文献
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以生态系统理论为视角,考察了环境对儿童社会退缩行为的影响.生态系统中的各个子系统都以各自不同的方式对儿童的社会退缩行为产生不同的影响.在微系统中,对儿童社会退缩行为影响较大的为家庭生态系统(亲子互动、教养方式)和班级生态系统,其中班级生态系统又可细分为同伴互动子系统(同伴接纳、同伴拒绝及同伴欺负)和师生互动子系统(教师的移情、关怀和亲社会行为).在宏系统中,文化模式和文化态度对儿童社会退缩行为具有重要影响.未来的研究应该更关注中系统和外系统的影响,考察微系统的动态变化以及制定系统的干预措施. 相似文献
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人际关系对中学生的心理发展起重要作用。不良的亲子关系容易使中学生自小形成不良的性格，从而影响他们心理健康和人际关系。亲子关系对中学生的心理既有积极作用；又有消极作用；友伴关系影响中学生的社会化和心理健康。在同伴中受欢迎的学生多表现出亲社会行为，而在同伴中人际关系差的学生可能表现出退缩、攻击性行为和消极情绪；民主的师生关系有利于学生个性的发展，而专制的或异常的师生关系对学生的心理有消极影响。 相似文献
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随着社会信息加工心理学的崛起,人们开始用社会信息加工过程中可能存在的障碍来理解学习困难儿童的社会性发展.以往对学习困难儿童的社会目标、社会行为和同伴接纳的研究主要考察两两之间的关系,本研究用社会信息加工模型来系统考察三者之间的关系.研究发现:(1)学习困难儿童的社会目标存在年级差异;(2)学习困难儿童自我报告的攻击行为存在年级差异;(3)学习困难儿童同伴评定的攻击行为存在性别差异;(4)在敌意和非敌意归因情境下,学习困难儿童的社会目标对社会行为和同伴接纳都有影响,从而为教育者通过干预学习困难儿童的社会目标来改善他们的社会行为和人际关系提供理论依据. 相似文献
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本研究选取长春市8所学校的1 527名大、中、小学生为被试,通过自编问卷（性别观念调查问卷）对他们在学校领域、家庭领域、职业领域的性别平等意识进行了调查。结果表明：（1）在发展趋势上,小学生性别平等意识较低,中学阶段性别平等意识有所提高,但在大学阶段又重现下降趋势;（2）在性别差异方面,在各学段女生的性别平等意识显著高于男生,女生性别平等意识初中阶段最强,男生性别平等意识高中阶段最强;（3）在不同领域中,被试在职业领域的性别平等意识最低,家庭和学校领域的性别平等意识显著高于职业领域。根据研究结果,对性别平等教育提出了建议,指出小学和大学阶段是性别平等教育的重要时期,男生群体尤其需要性别平等意识的教育,职业领域的性别平等问题应成为教育重点。 相似文献
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《Early childhood research quarterly》2005,20(2):185-200
Children who think poorly about themselves are considered at-risk for a myriad of negative outcomes. Thus, it is important to explore possible origins of such cognitions, particularly in young children. The purpose of this study was to examine the relations between various nonsocial behaviors (i.e., reticence and social withdrawal), observed peer acceptance at ages 4 and 7 years, and self-perceptions at age 7 years in both boys and girls, respectively.Participants included 163 children (89 females, 74 males) who were seen at age 4 and then again at age 7 years. For girls, results revealed that nonsocial behavior (both reticence and solitary-passive withdrawal) was negatively related to observed peer acceptance at both ages 4 and 7, and peer acceptance, as early as 4 years of age, was found to influence self-perceptions of competence at age 7 years. For boys, results revealed that (a) reticence at age 7 predicted negatively to perceived peer acceptance, perceived physical and perceived cognitive competence at age 7 years, (b) solitary-passive withdrawal at age 4 predicted positive cognitive self-perceptions at age 7, and (c) solitary-passive withdrawal at age 7 predicted negatively to perceived peer acceptance and perceived physical competence at age 7 years. 相似文献
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Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that social competence is uniquely related to peer likability. 相似文献
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This study examined the mediating roles of three types of child aggression in the relation between harsh parenting and Chinese early adolescents’ peer acceptance as well as the moderating role of child gender on this indirect relation. 833 children (mean age = 13.58, 352 girls) with their parents were recruited as participants from two junior high schools in Shandong Province, People’s Republic of China. The results showed that paternal harsh parenting was only associated with boys’ aggressive behaviors and maternal harsh parenting was only associated with boys’ and girls’ verbal aggression. Adolescents’ verbal and relational aggressions were negatively associated with their peer acceptance. Verbal aggression was more strongly and negatively associated with girls’ peer acceptance. The results imply that in the Chinese cultural context, paternal harsh parenting may compromise boys’ peer acceptance through boys’ verbal and relational aggression as mediators, whereas maternal harsh parenting may impair children’s peer acceptance through children’s verbal aggression as a mediator, especially for girls. These results provide a theoretical basis for ameliorating the negative effect of harsh parenting on early adolescents’ peer acceptance by reducing their aggressive behaviors, with different strategies between boys and girls. 相似文献
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Marion Porath 《International journal for the advancement of counseling》1998,20(4):289-299
Gender differences in young highly able children's psychosocial development were investigated using child and teacher ratings of prosocial behavior and peer acceptance. Developmental patterns were addressed by studying two groups – children in the primary grades (1 and 2) and children in grades 3 to 7. No gender differences were found on teacher or child ratings in the younger group. In the older group, gender differences favoring girls were found on teacher ratings of prosocial behavior and peer acceptance. Comparisons of child and teacher ratings by gender showed that the older boys viewed themselves as demonstrating more social skills and as being more accepted by peers than their teachers did. Implications for education and counselling are discussed. 相似文献
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Deborah A. Cohn 《Child development》1990,61(1):152-162
89 children and their mothers participated in a study examining the association between attachment and peer social competence. During the summer following kindergarten, quality of attachment was assessed from reunion episodes following a 1-hour separation. In the fall, measures of sociometric status, peer behavior nominations, and peer liking ratings were collected. Teachers completed liking ratings and ratings of behavior problems and competence. Consistent with longitudinal studies of infant attachment and peer relations, insecurely attached boys were less well liked by peers and teachers, were perceived as more aggressive by classmates, and were rated by teachers as less competent and as having more behavior problems than were their secure counterparts. No such associations emerged for girls. Possible explanations for unanticipated differences in the pattern of results for boys and girls are discussed. 相似文献
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95 boys at 3 developmental levels (ages 6–8, 8–10, 10–12) were selected on the basis of sociometric and aggression ratings to represent 4 groups: (1) aggressive and rejected, (2) aggressive (not rejected), (3) rejected (not aggressive), or (4) neither aggressive nor rejected. Behavioral observations, teacher ratings, peer ratings, and open-ended peer interviews were collected to characterize the behaviors of these boys in 3 social domains (conduct problems, sociability/withdrawal, and adaptability/responsivity to peer expectations). Distinct problem profiles emerged. Aggressive-rejected boys exhibited more diverse and severe conduct problems that did aggressive boys, along with greater deficiencies in the domain of adaptability. Nonaggressive rejected children were considered by teachers and peers to be shy and passive, deficient in prosocial behaviors, atypical, and socially insensitive. Grade-level decreases in physical aggression and increases in peer-reported atypical/insensitive behaviors corresponded to developmental differences in group characteristics. 相似文献
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Maureen Blankemeyer Daniel J. Flannery Alexander T. Vazsonyi 《Psychology in the schools》2002,39(3):293-304
The role of children's aggression and three indices of social competence (peer‐preferred behavior, teacher‐preferred behavior, and school adjustment) in children's perceived relationships with their teachers was assessed. Participants were 1,432 third through fifth graders (688 males, 744 females) and their teachers. The results from hierarchical regression analyses showed statistically significant interaction effects. Poor school adjustment was associated with more negatively perceived child teacher relationships for boys than for girls. In addition, the perceived child–teacher relationship among aggressive children was more favorable among those with high levels of school adjustment than among those who were poorly adjusted at school. Implications for school psychologists and teachers are discussed. © 2002 John Wiley & Sons, Inc. 相似文献
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Developmental pathways from child maltreatment to peer rejection 总被引：7，自引：0，他引：7
Using a prospective longitudinal design, rejection by peers, aggressive behavior, and social withdrawal were examined among a representative community sample of 107 maltreated children and an equal number of non-maltreated children. Results revealed that chronic maltreatment was associated with heightened risk of rejection by peers. Chronically maltreated children were more likely to be rejected by peers repeatedly across multiple years from childhood to early adolescence. Maltreatment chronicity was also associated with higher levels of children's aggressive behavior, as reported by peers, teachers, and children themselves. Aggressive behavior accounted in large part for the association between chronic maltreatment and rejection by peers. Socially withdrawn behavior was associated with peer rejection, but did not account for the association between chronic maltreatment and peer rejection. These results held for both girls and boys, followed from childhood through early adolescence. Moreover, the links among chronic maltreatment, aggressive behavior, and peer rejection were already established by early school age. Implications of these results for developmental theory and intervention are discussed. 相似文献