Psychological Development and Education ›› 2005, Vol. 21 ›› Issue (3): 33-36.
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WAN Jing-jing1,2, ZhOU Zong-kui3
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[1] Harrist A W, Zaia A F, Bates J E, et al. Subtypes of social withdrawal in early childhood: sociometric status and social-cognitive differences across four years. Child Development, 1997, 63, 879-892. [2] 万晶晶,周宗奎.国外儿童同伴关系研究进展.心理发展与教育,2002(3):91-95. [3] Schneider B H. A multimethod exploration of the friendships of children considered socially withdrawn by their school peers. Journal of Abnormal Child Psychology, 1999, 27, 115-123. [4] Rubin K H, Bukowski W, Parker J G. Peer intesactions,relationships, and groups. In W. Damon, E. Nancy. Handbook of Child Psychology Vol. 3: Social, Emotional, and Personality Development.New York: Wiley, 1998, 619-700. [5] Parker J G, Asher S R. Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 1993.29, 611-621. [6] 邹泓,周晖,周燕.中学生友谊、友谊质量与同伴接纳的关系.北师大学报,1998(1):43-50. [7] Engfer A. Antecedents and Consequences of Shyness in Boys and Girls: A 6-year Longitudinal Study. In K H Bubin J B. Asendorpf.Social Withdrawal, Inhibition, and Shyness. Hillsdale. New Jersey:Erlbaum, 1993, 49-80. [8] Molina M G, Coplan R J, Younger A J. A closer look at children's knowledge about social isolation. Journal of Research in Childhood Education, 2003, 18, 93-104. |
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