摘要
本研究旨在探讨不同友谊状态下,初中生的社会比较对认知与情感信任的影响,及两种信任在社会比较与亲密度变化关系中的中介作用。有效被试为522名(M=12.87岁,SD=0.67),开学初让被试提名一位最亲密朋友,期中考试后让其比较与该好友的成绩排名并评价对好友的认知与情感信任水平,随后重新评价该好友的亲密度。结果表明:在亲密朋友(第二次依旧为最亲密的朋友)中,向下比较的情感信任高于向上比较,社会比较不影响认知信任;在普通朋友(第二次亲密度降低的朋友)中,向上比较的认知和情感信任均高于向下比较;社会比较只通过认知信任影响亲密度变化(完全中介),即相比于向下比较,向上比较时的认知信任水平较高,从而更有利于维持友谊的亲密性。
The present study investigated the social comparison＇ s effects on cognitive and affective trust of middle school students who were in different friendship states, and to further analyze the mediation effects of the cognitive and affective trust in the relationship between social comparison and intimacy change in friendship. 522 valid participants （Mse = 12.87, SD = 0.67） nominated one most intimate friend at the beginning of term. After midterm examination, we asked subjects to compare their own class rankings with their nominated friends＇ class rankings in a 7-level ladder. Then subjects rated their cognitive and affeetive trust to their nominated friends in a 7-point Likert scale. Finally, subjects reevaluated the intimacy of their nominated friends. The results show that ： compared to up- ward comparison, subjects who compared downward, had higher affeetive trust to their close friends （the second intimacy did not change） ; Social comparison had no effect on cognitive trust. Compared to downward comparison, subjects who compared upward had higher affective and cognitive trust to their ordinary friends （the second intimacy decreased）. The mediation analyses indicated that only cognitive trust fully mediated the relationship between social comparison and intimacy change in friendship, compared to downward comparison, upward comparison had an indirect positive effect on friendship intimacy through cognitive trust.
出处
《心理发展与教育》
CSSCI
北大核心
2016年第3期257-264,共8页
Psychological Development and Education
基金
国家自然科学基金项目(31170996)
浙江理工大学研究生创新基金(YCX14039)
关键词
初中生
社会比较
认知信任
情感信任
友谊
middle school students
social comparison
affective trust
cognitive trust
friendship
