童年中期儿童受欺负地位稳定性与社会能力的关系

摘要/Abstract

摘要： 本研究以522名小学二、三、四年级的儿童进行间隔1年(两次收集数据)的纵向研究,考察了儿童受欺负稳定性及其与社会能力的关系。结果表明:受欺负在小学儿童中十分常见,但并不是一种很稳定的现象,对大多数儿童来说,受欺负只是一种短暂的经历。在间隔1年的追踪研究中,只有大约6.6%的儿童被连续两次评定为受欺负者。重复测量方差分析发现,儿童的受欺负与社会能力发展有着密切的同时性关联;鉴别分析表明,同伴拒绝、退缩行为是区分儿童受欺负稳定性的两个最主要的社会能力变量。

关键词: 受欺负, 社会能力, 孤独感, 攻击行为, 退缩行为

Abstract: This study tested the stability of victimization and the relationships between stability of victimization and social competence.Participants were 522 elementary school children from the second grade to the fouth grade.Data was collect ed at two time points.The results indicated that peer victimization was not fairly stable for primary school students.From one year to the next,about 6.6% of the children were twicely identified to be victims.Repeated measured univariate ANOVA indicated that peer victimization concurrently related to children's development of social competence.Discrimi nant analysis revealed that peer rejection and withdrawn behavior are two major factors for discriminating the stability of victimization.

Key words: victimization, social competence, loneliness, aggressive behavior, withdrawn behavior

中图分类号:

B844.1

蔡春凤, 周宗奎. 童年中期儿童受欺负地位稳定性与社会能力的关系[J]. 心理发展与教育, 2009, 25(2): 21-27.

CAI Chun-feng, ZHOU Zong-kui. The Relationship between Stability of Victimization Status and Social Competence in Middle Childhood[J]. Psychological Development and Education, 2009, 25(2): 21-27.

参考文献

[1] 赵莉,雷雳.关于校内欺负行为中受欺负者研究的述评.心理科学进展,2003,11 (6):366-374.
[2] Browning C,Cohen R,Warman D M.Peer social competence and the stability of victimization.Child Study Journal,2003,13 (2):78-89.
[3] Fox C L,Boulton M J.Friendship as a moderator of the relationship between social skills problems and peer victimisation.Aggressive Behavior,2006,32:110-121.
[4] Kochenderfer B J,Ladd G W,Wardrop J L.Chronicity and instability of children's peer victimization experiences as predictors of loneliness and social satisfaction trajectories.Child Development,2001,72 (1):134-151.
[5] 周宗奎,李萌,赵冬梅.童年中期儿童社会能力与学业成就的交叉滞后研究.心理科学 2006,29 (5):1071-1075.
[6] Leff S S.Bullying and peer victimization at school:considerations and future directions.School Psychology Review,2007,36 (3):406-412.
[7] Salmivalli C,Isaacs J.Prospective relations among victimization,rejection,friendlessness,and children's self-and peer-perceptions.Child Development,2005,76 (6):1161-1171.
[8] Michel B,Hymel S.Peer experiences and social self-perceptions:A sequentialmodel.Developmental Psychology,1997,33 (1):135-145.
[9] Hanish L D,Ryan P,Martin C L,et al.The social context of young children's peer victimization.Social Development,2005,14 (1):2-15.
[10] Hunter S C,Boyle J M E,Warden D.Perceptions and correlates of peer-victimization and bullying.British Journal of Educational Psychology,2007,77:797-810.
[11] Kelly C,Eric V.Nonbullying victims of bullies:aggression,social skills,and friendship characteristics.Applied Developmental Psychology,2003,24:535-551.
[12] 周宗奎,孙晓军,向远明等.童年中期儿童同伴交往与孤独感的交叉滞后分析.心理科学,2007,30 (6):1309-1313.
[13] 周宗奎,孙晓军,赵冬梅等.同伴关系与孤独感的关系研究:中介效应的检验.心理学报,2005,37 (6):776-783.
[14] Chen X Y,Rubin K H,Sun Yuerong.Social reputation and peer relationship in Chinese and Canadian children:A crosscultural study.Child Development,1992,63:1336-1343.
[15] Johnson H R,Thompson M J J.Wilkinson S,et al.Vulnerability to bullying:Teacher-reported conduct and emotional problems,hyperactivity,peer relationship difficulties,and prosocial behavior in primary school children.Educational Psychology,2002,22 (5):553-556.
[16] Boulton M J,Underwood K.Bully/victim problems among middle school children.British Educational Psychology,1992,62:73-87.
[17] Shaffer M,Werner N E,Crick N R.A comparison of two approaches to the study of negative peer treatmentment:general victimization and bully/victim problems among German schoolchildren.British Journal of Developmental Psychology,2002,20:281-306.
[18] Sweeting H,Young R,West P.Der G.Peer victimization and depression in early-midadolescence:A longitudinal study.British Journal of Educational Psychology 2006,76:577-594.
[19] Hymel S,Bowker A,Woody E.Aggressive versus withdrawn unpopular children:variations in peer and self-perceptions in multiple domains.Child Development,1993,64:879-896.
[20] Perry P K,Perry L C,Kennedy E.Conflict and development of antisocial behavior.In:Shantz C U,Hartup W W,ed.Conflictin child and adolenscent development.New York:Combridge University Press,1992:301-329.
[21] 张文新,谷传华,鞠玉翠.儿童欺负问题与人格关系的研究述评.心理学动态,2001,9 (3):215-219.
[22] Boulton M J,Trueman M,Chau C,et al.Concurrent and longitudinal links between friendship andpeer victimization:Implications for befriending interventions.Journal of Adolescence,1999,22:461-466.
[23] Pellegrini A D,Bartini M,Brooks F.School bullies,victims,and aggressive victims:factors relating to group af ? liationand victimization in early adolescence.Journal of Education Psychology,1999,91:216-224.
[24] Douglas W N,Cynthia A E,Julie E N,et al.Popularity,friend-ship quantity,and friendship quality:interactive influences on children's loneliness and depression.Journal of Clinical Child and Adolescent Psychology,2003,32 (4):546-555.
[25] Rodkin P C,Hodges E V E.Bullies and victims in the peer ecology:four questions for psychological and school professionals.School Psychology Review,2003,32 (3):103-109.
[26] Prinstein M J,Boergers J,Vernberg E M.Overt and relational aggression in adolescents:social psychological adjustment of aggressors and victims.Journal of Clinical Psychology,2001,30 (4):479-491.26

相关文章 15

[1]	张慧如, 张伟达, 傅王倩, 邓敏, 彭苏浩, 李玉. 孤独感对创造性倾向的影响：无聊倾向和焦虑情绪的中介作用[J]. 心理发展与教育, 2024, 40(1): 132-141.
[2]	洪新伟, 苗灵童, 范航, 宋明华, 朱婷婷, 刘燊, 张林. 父母婚姻冲突与青少年攻击行为的关系:情绪安全感和学校联结的作用[J]. 心理发展与教育, 2023, 39(5): 726-734.
[3]	汪悦, 熊昱可, 任萍, 杨柳, 苗薇. 受欺负对初中生主动性和反应性攻击的影响:道德推脱和性别的作用[J]. 心理发展与教育, 2023, 39(3): 410-418.
[4]	彭海云, 盛靓, 王金睿, 周姿言, 辛素飞. 2001~2019年我国青少年孤独感的变迁:横断历史研究的视角[J]. 心理发展与教育, 2023, 39(3): 449-456.
[5]	苏志强, 马郑豫. 童年期友谊质量与孤独感的纵向发展关系:应对方式的共变作用分析[J]. 心理发展与教育, 2023, 39(1): 31-39.
[6]	张艺涵, 张婷, 赵景欣. 歧视知觉与农村留守青少年的孤独感:亲子分离年龄和分离时长的作用[J]. 心理发展与教育, 2022, 38(1): 90-99.
[7]	任萍, 魏一, 孟晓哲, 秦幸娜, 王璇. 受欺负对抑郁情绪的影响:悲伤、愤怒反刍的中介作用及性别差异[J]. 心理发展与教育, 2021, 37(6): 873-881.
[8]	刘田田, 李燕, 李有嘉, 姜新苗. 父母协同教养与学前儿童社会行为的关系:亲子关系和同胞关系的链式中介作用[J]. 心理发展与教育, 2021, 37(5): 638-647.
[9]	任萍, 宋子婧, 孟晓哲, 秦幸娜, 张云运. 青少年学业成绩、攻击行为与受欢迎程度的关系:一项交叉滞后研究[J]. 心理发展与教育, 2021, 37(5): 710-718.
[10]	吴鹏, 张琪, 王杨春子. 父母教养方式与初中生网络受欺负行为的关系:一项追踪研究[J]. 心理发展与教育, 2021, 37(5): 719-726.
[11]	张豪, 马田雨, 王媛, 李彩娜. 初中生友谊质量与孤独感的变化轨迹:一项多元潜变量增长模型分析[J]. 心理发展与教育, 2021, 37(2): 230-239.
[12]	刘晓薇, 潘斌, 李腾飞, 张文新, Christina Salmivalli. 班级环境如何影响受欺负者的适应？健康环境悖论及其发生机制[J]. 心理发展与教育, 2021, 37(2): 298-304.
[13]	范志宇, 吴岩. 亲子关系与农村留守儿童孤独感、抑郁:感恩的中介与调节作用[J]. 心理发展与教育, 2020, 36(6): 734-742.
[14]	刘啸莳, 刘世宏, 莫碧波, 李丹, 傅锐. 幼儿外倾性与攻击行为的关系:自我控制和母亲温暖教养的调节作用[J]. 心理发展与教育, 2020, 36(5): 538-544.
[15]	张荣伟, 柯少菁, 连榕, 李丹. 人际交往能力与生命意义的关系:孤独感和年级的作用[J]. 心理发展与教育, 2020, 36(5): 576-583.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed