摘要
基于同伴圈子的相似性假设探讨同伴圈子的形成、圈子社会情境对儿童社会能力发展的促进作用,以及圈子文化背景对圈子社会化过程的调节作用。选取某城乡结合部一小学3至5年级898名儿童作为被试进行一年的跟踪调查,其中在第一年当地城市儿童占36.5%,当地农村儿童占48.8%,流动儿童占10.4%。学生在第一和第二年都完成《班级戏剧》和《社会认知地图》问卷。研究结果表明:(1)在个体层面上,圈子成员的社交性、亲社会性、自主性以及同伴接纳显著高于孤立者。城市儿童的自主性显著高于农村和流动儿童,后两者之间则无显著差异。亲社会性在性别和文化背景方面存在显著的交互作用。(2)儿童会依据社会能力的相似性来组成同伴圈子,且不同圈子之间存在显著差异。儿童也愿意与不同文化背景的同伴交往,形成不同类型社会文化背景的同伴圈子。(3)儿童的社交性和自主性随着同伴圈子相应能力的提高而呈正向发展趋势。(4)同伴圈子对个体社交性和自主性发展的影响因圈子所注重的社会文化准则的差异而有所不同。农村-城市圈子比农村-流动圈子对儿童社交性发展的影响明显更大些;农村圈子的儿童自主性水平更趋于随圈子自主性的提高而正向发展。
The experience of peer interaction is a unique context for development. Peer social cluster is one of the important forms of interpersonal interaction at the group level. As a social and cultural context, the peer group plays a significant and particular role in children＇s social development. The process of social transition in China makes it possible for children of different social and cultural backgrounds to interact with each other in the same class. At the same time, they form peer groups with different social and cultural norms, which serve as a basis for the interpretation of particular social behaviors. Therefore, it is important to explore group background in the study of peer influence on individual socioemotional functioning. The purpose in the current study was to explore, using hierarchical linear modeling （HLM）, the peer group as a context for the socialization of children＇s social competencies. In this one-year longitudinal study, 898 children from grade 3 to grade 5 were recruited from a suburban elementary school in Nantong, Jiangsu Province. Among them, there were 36.5 % urban children, 48.8 % rural children, and 10.4 % migrant children in the first year. In both first and second years, children were asked to provide peer nominations for sociable, prosocial, and assertive behaviors, and to complete the Social Cognitive Map （SCM） measure. The analyses revealed several major results. First, at the individual level, group members had significantly higher scores on sociability, prosociality, assertiveness, and peer acceptance than did nonmembers. Urban children had significantly higher scores on assertiveness than did both rural and migrant children. The analysis also revealed a significant interaction between gender and background on prosociality. Second, peer groups were highly homogenous on social competences. Most children chose cross-background peers to form peer groups. Third, peer groups had significant main effects on socioemotional characteristics, except for prosocial behavior,
出处
《心理学报》
CSSCI
CSCD
北大核心
2011年第1期74-91,共18页
Acta Psychologica Sinica
基金
上海市重点学科项目(S30401)
Social Sciences and Humanities Research Council of Canada资助
关键词
社会变迁
社会文化背景
同伴圈子
相似性假设
社会能力
societal transition
social and cultural background
peer group
Homophily Hypothesis
social functioning
