中国儿童的不社会性与心理学校适应:同伴群体文化取向的调节作用

IF 2.4 3区 心理学 Q2 PSYCHOLOGY, SOCIAL
Siman Zhao, Mengting Liu, Xinyin Chen, Dan Li, Junsheng Liu, Shihong Liu
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引用次数: 2

摘要

本研究考察了同伴群体文化取向对中国儿童不合群与心理适应和学校适应关系的调节作用。研究对象包括1092名小学六年级学生(男生527名,年龄12.21岁)。关于个人主义和集体主义文化取向、不合群和适应的数据来自多种来源,包括同伴提名、教师评分、自我报告和学校记录。使用社会认知地图方法,确定了193个同伴群体。结果显示,不社交与同伴偏好和学业成绩在个人主义取向低的群体中呈负相关,而在个人主义取向高的群体中无显著相关。在集体主义倾向得分较高的群体中,不合群与同伴偏好也呈负相关。结果表明,总的来说,不善交际的孩子在个人主义倾向更强的群体中,在社会和学术领域表现得更好,而在集体主义倾向更弱的群体中表现得更好。同伴群体的文化背景可能在塑造不善交际儿童的社会和学校适应方面发挥重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Unsociability and Psychological and School Adjustment in Chinese Children: The Moderating Effects of Peer Group Cultural Orientations
This study examined the moderating effects of cultural orientations of peer groups on the relations between unsociability and psychological and school adjustment in Chinese children. Participants included 1,092 students (527 boys, M age = 12.21 years) in the sixth grade in elementary schools. Data on individualistic and collectivistic cultural orientations, unsociability, and adjustment were obtained from multiple sources including peer nominations, teacher ratings, self-reports, and school records. Using the Social Cognitive Map method, 193 peer groups were identified. Among the results, unsociability was negatively associated with peer preference and academic achievement in groups low on individualistic orientation but not in groups high on individualistic orientation. Unsociability was also negatively associated with peer preference more strongly in groups with higher scores of collectivistic orientation. The results suggested that, in general, unsociable children performed better in social and academical areas in more individualistically oriented groups and less collectivistically oriented groups. The cultural context of peer groups may play a significant role in shaping social and school adjustment of unsociable children.
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来源期刊
CiteScore
4.60
自引率
6.70%
发文量
69
期刊介绍: Journal of Cross-Cultural Psychology publishes papers that focus on the interrelationships between culture and psychological processes. Submitted manuscripts may report results from either cross-cultural comparative research or results from other types of research concerning the ways in which culture (and related concepts such as ethnicity) affect the thinking and behavior of individuals as well as how individual thought and behavior define and reflect aspects of culture. Review papers and innovative reformulations of cross-cultural theory will also be considered. Studies reporting data from within a single nation should focus on cross-cultural perspective. Empirical studies must be described in sufficient detail to be potentially replicable.
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