儿童同伴排斥意识与教师攻击行为报告

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Francisco García-Bacete, Ghislaine Marande-Perrin, Barry Schneider, A. Cillessen
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引用次数: 11

摘要

对自己的负面社会声誉缺乏认识与年龄较大的学龄儿童的攻击行为有关。本研究将这项研究扩展到小学一年级。第一个目标是在研究儿童实际拒绝和感知拒绝之间的差异时,比较广义和二元视角。第二个目标是确定实际拒绝和感知拒绝之间的差异是否与社会计量地位有关。第三个目标是检验实际拒绝和感知拒绝之间的差异是否与学校的攻击行为有关。实际的同伴拒绝是用同伴负面提名来衡量的,感知的同伴拒绝用学生的自我评价和元认知来衡量,攻击行为用老师的评价来衡量。在总样本中,实际拒绝和自我感知拒绝之间的差异很大。此外,未被拒绝的儿童在二元高估(识别他们认为不喜欢但不喜欢的同龄人)方面的得分高于被拒绝的孩子,而二元低估则相反(不识别事实上不喜欢他们的同龄人)。高水平的二元低估和同时发生的攻击行为呈负相关。被拒儿童对同伴拒绝的低估似乎对反社会和攻击性问题有保护作用。从符号互动论和社会信息处理理论的角度对研究结果进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Children’s Awareness of Peer Rejection and Teacher Reports of Aggressive Behavior
Lack of awareness of one’s negative social reputation is linked to aggressive behavior among older school-age children. The present study extends this research to the first year of elementary school. The first goal was to compare generalized and dyadic perspectives in studying discrepancies between children’s actual and perceived rejection. The second goal was to determine whether discrepancies between actual and perceived rejection are related to sociometric status. The third goal was to examine whether discrepancies between actual and perceived rejection are related to aggressive behaviors at school. Actual peer rejection was measured with peer negative nominations, perceived peer rejection with students’ self-ratings and meta-perceptions, and aggressive behavior with teacher ratings. The discrepancies between actual and self-perceived rejection were substantial in the total sample. Furthermore, non-rejected children had higher scores than rejected children in dyadic overestimation (identifying peers who they believed disliked them but did not), while it was the reverse for dyadic underestimation (not identifying peers who in fact disliked them). High levels of dyadic underestimation were negatively associated with the concurrent aggressive behavior. Rejected children’s underestimation of their peer rejection appeared to have protective effects on antisocial and aggressive problems. Findings are discussed in terms of theories of symbolic interactionism and social information processing.
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来源期刊
Psychosocial Intervention
Psychosocial Intervention PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
8.00
自引率
8.30%
发文量
10
审稿时长
14 weeks
期刊介绍: Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.
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