具有实体人格理论的青少年对社会地位更加警惕,并使用关系攻击来维持社会地位。

IF 1.6 4区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Social Development Pub Date : 2020-02-01 Epub Date: 2019-07-09 DOI:10.1111/sode.12393
Hae Yeon Lee, David S Yeager
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引用次数: 0

摘要

本研究提出,青少年在高中阶段愿意使用关系攻击来维持社会地位的一个社会认知根源是人格实体理论,即认为人的社会地位相关特质是固定不变的。三项研究(人数=882)的汇总数据显示,在美国,更认同实体理论的高中一年级青少年更有可能在认知和动机上对社会地位保持警惕,具体表现在对一项新颖的社会分类任务的判断,以及与向同伴展示社会地位有关的目标报告上。然后,根据回顾性自我报告、对假设情景的反应和行为选择任务的测量,具有实体理论的人更愿意使用关系攻击。讨论集中在所提出的模型和新测量方法的理论和转化意义上。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Adolescents with an entity theory of personality are more vigilant to social status and use relational aggression to maintain social status.

The present research proposed that one social-cognitive root of adolescents' willingness to use relational aggression to maintain social status in high school is an entity theory of personality, which is the belief that people's social status-relevant traits are fixed and cannot change. Aggregated data from three studies (N=882) showed that first-year high school adolescents in the U.S. who endorsed more of an entity theory were more likely to show cognitive and motivational vigilance to social status, in terms of judgments on a novel social categorization task and reports of goals related to demonstrating social status to peers. Those with an entity theory then showed a greater willingness to use relational aggression, as measured by retrospective self-reports, responses to a hypothetical scenario, and a behavioral choice task. Discussion centers on theoretical and translational implications of the proposed model and of the novel measures.

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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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