在控制情绪能力的情况下,分析西班牙学龄前侵害者、受害者、侵害者-受害者和辩护者在社会影响和社会偏好方面的差异

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Raúl Navarro, Beatriz Víllora, Juan Manuel Rodríguez‐Álvarez, Santiago Yubero, Elisa Larrañaga
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引用次数: 0

摘要

学龄前儿童的同伴地位与他们在与攻击有关的互动中所扮演的角色有关。本研究分析了施暴者、受害者、施暴者-受害者和辩护者在两个同伴地位测量指标(社会影响和社会偏好)上的差异,同时控制了个体因素。样本包括 394 名 3-6 岁的学龄前儿童(184 名女孩,210 名男孩)(中位数 = 4.36,标准差 = 0.87)及其家长,他们提供了社会人口变量和儿童情绪调节方面的信息。教师对班上每个儿童的情绪能力进行评分。在控制重要的个体因素的前提下,我们进行了协方差分析和经 Bonferroni-adjusted 调整的事后比较,以比较不同攻击角色在社会影响和社会偏好方面的平均得分。结果显示,在控制了个体因素后,侵犯者和侵犯者-受害者表现出较高的社会影响,但社会偏好较低。相反,维护者在同龄人中享有较高的社会地位,具有较高的社会偏好和社会影响。受害者的社会偏好和社会影响都较低。未涉案儿童的社会影响力一直较低。研究结果表明,有必要采取干预措施,重点是促进亲社会行为、解决攻击性倾向和提高情感能力,以创造一个更加积极和有利的同伴环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unpacking the differences in social impact and social preference among Spanish preschool aggressors, victims, aggressor‐victims, and defenders whilst controlling for emotional competences
Peer status among preschool children has been associated with their roles in aggression‐related interactions. This study analyses the differences between aggressors, victims, aggressor‐victims and defenders on two measures of peer status (social impact and social preferences) whilst controlling for individual factors. The sample comprised 394 preschool children (184 girls, 210 boys) between the ages of 3–6 years old (M = 4.36, SD = 0.87) and their parents supplying information about socio‐demographic variables and children's emotion regulation. Teachers rated emotional competences for each child in their class. Analysis of covariance along with Bonferroni‐adjusted post‐hoc comparisons were conducted to compare mean scores between the aggression roles for social impact and social preference while controlling for significant individual factors. The results revealed that aggressors and aggressor‐victims exhibited higher social impact but lower social preference after controlling for individual factors. In contrast, defenders enjoyed higher social status among their peers, characterized by both higher social preference and social impact. Victims were associated with lower social preference and social impact. Uninvolved children consistently exhibited lower social impact. Results underscore the need for interventions that focus on promoting prosocial behaviors, addressing aggressive tendencies, and enhancing emotional competences to create a more positive and supportive peer environment.
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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