童年晚期身体侵害、关系侵害与儿童的自我概念

心理发展与教育 ›› 2011, Vol. 27 ›› Issue (4): 412-416.

童年晚期身体侵害、关系侵害与儿童的自我概念

刘娟, 陈亮, 纪林芹, 王姝琼, 张文新

山东师范大学心理学院, 济南 250014

出版日期:2011-07-15 发布日期:2011-07-15
通讯作者: 张文新,E-mail:wxzhang01@hotmail.com E-mail:wxzhang01@hotmail.com
基金资助:
国家自然科学基金项目(30570612、30970905);教育部人文社科重点研究基地2008年度重大项目(08JJDXLX270);全国教育科学“十一五”规划教育部青年专项课题(EBA080304)

Physical/Relational Peer Victimization and Children’s Self-Concept in Late Childhood

LIU Juan, CHEN Liang, JI Lin-qin, WANG Shu-qiong, ZHANG Wen-xin

Department of Psychology, Shandong Normal University, Jinan 250014, China

Online:2011-07-15 Published:2011-07-15

摘要/Abstract

摘要： 本研究以2147名五年级儿童为被试,考察了童年晚期身体侵害、关系侵害对儿童自我概念(社交自我概念、身体自我概念和一般自我概念)的影响及其性别差异。结果表明,童年晚期身体和关系侵害均能负向预测儿童的社交和一般自我概念,关系侵害的影响比身体侵害更大。只有身体侵害可以负向预测身体自我概念。性别仅在身体侵害对身体自我概念的预测中表现出调节作用。

关键词: 身体侵害, 关系侵害, 自我概念, 童年晚期

Abstract: This study explored the relationship between physical victimization,relational victimization and children' s self-concept (social self-concept,physical self-concept,global self-worth) in late childhood,as well as the mod erating role of gender.About 2,147 children in the 5 grade in Jinan completed self-report questionnaires on victimi zation and self-concept.Results indicated that physical victimization had a negative effect on social/physical self concept and global self-worth,while relational victimization negatively predicted social self-concept and global self worth.For both male and female,relational victimization had a larger effect on self-concept.Gender moderated the relation between physical victimization and physical self-concept.Among boys,the negative prediction of physical victimization on physical self-concept was stronger than those among girls.

Key words: physical victimization, relational victimization, self-concept, late childhood

中图分类号:

B844.1

刘娟, 陈亮, 纪林芹, 王姝琼, 张文新. 童年晚期身体侵害、关系侵害与儿童的自我概念[J]. 心理发展与教育, 2011, 27(4): 412-416.

LIU Juan, CHEN Liang, JI Lin-qin, WANG Shu-qiong, ZHANG Wen-xin. Physical/Relational Peer Victimization and Children’s Self-Concept in Late Childhood[J]. Psychological Development and Education, 2011, 27(4): 412-416.

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