摘要
本研究探讨城市、农村和流动三类儿童在共同相处的社会环境下的社会行为和适应。结果显示:(1)女孩在同伴接纳、领导地位、社交性-合作、害羞敏感、教师评定能力和学习成绩方面的得分显著高于男孩,而男孩的受欺负得分显著高于女孩。(2)流动儿童的同伴拒绝显著高于城市儿童和农村儿童;而城市儿童的社交合作显著高于农村儿童和流动儿童。(3)农村儿童的害羞敏感能够预测同伴接纳;城市和农村儿童的害羞-敏感均能够预测社交性-合作和同伴拒绝;三类儿童的害羞-敏感均能预测受欺负行为。此外,流动儿童的性别与害羞-敏感交互作用能预测消极提名。
There has been an increasing interest in social and cultural contexts for social and emotional development in recent years. Social and cultural values and norms may provide guidance for the interpretation and evaluation of social behaviors,which in turn may affect the functional ＂meanings＂ of the behaviors in social interactions and eventually affect the development of children with different social-behavioral characteristics. To understand the role of context in children＇s social functioning and adjustment,we conducted the present study.The primary purposes of the study were to examine whether there are differences in social functionings,particularly in shyness-sensitivity among three groups of children（i.e.,rural,urban and rural-to-urban migrant） in the social contexts where three groups of children studied together,and to examine the differences in the relations between social behaviors and adaptation.The participants in this study included 823 elementary school children in grades 3 to 5,from urban,rural and migrant families.The children were group-administered a peer assessment measure of social functioning（the Revised Class Play,Chen et al.,1992;Masten,Morison, Pelligrini,1985）,which taps sociability,prosocial orientation,victimization,and shyness-sensitivity,and a sociometric nomination measure assessing peer acceptance and rejection.The children were also asked to complete questionnaires concerning loneliness and social dissatisfaction（Asher et al.,1984）.The teachers completed a rating scale on each participant＇s school-related competence and problems（adapted from Hightower et al.,1986）.Data concerning children＇s leadership and academic achievement were obtained from the school records.Finally,the parents completed questionnaires about demographic information. Our results first indicated girls had significantly higher scores than boys on peer acceptance,leadership,sociability-cooperation, shyness-sensitivity,teacher-rated competence and academic achievement.Boys were more likely t
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第1期93-101,共9页
Journal of Psychological Science
基金
上海市重点学科建设项目(S30401)
加拿大人文社会科学研究经费资助
关键词
社会变迁
害羞-敏感
社会行为
城市儿童
农村儿童
流动儿童
societal transition
shyness-sensitivity
social competence
urban children
rural children
migrant children
