幼儿外化行为对幼儿园课堂友谊中心性和互惠性的影响

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Jason C. Chow, K. Granger, M. Broda, Princess-Melissa Washington-Nortey
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引用次数: 1

摘要

在本研究中,我们考察了外部化课堂行为的幼儿园幼儿与其班级同伴之间的友谊中心性和互惠性。教师提名表现出外化课堂行为的儿童,我们通过对411名儿童(平均年龄=6.7岁;SD = .33)。我们发现,外化行为水平较高的孩子在课堂友谊网络中的地位明显较低(超过语言技能的贡献),而且这种影响在大教室的男孩和学生中被放大了。调节分析显示,行为互动对性别有显著影响,男孩和女孩之间的差异取决于外化行为提名。在预测学生是否有互惠的友谊关系时,也发现了类似的主效应结果。在控制了语言技能之后,获得外化行为老师提名的学生拥有互惠友谊的几率降低了48%。我们没有发现行为互惠关系的显著调节因子。最后,我们讨论了我们的发现,并对未来的研究和实践提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms
In this study, we examine friendship centrality and reciprocity between kindergarteners who exhibit externalizing classroom behaviors and their classroom peers. Teachers nominated children who display externalizing classroom behaviors, and we collected network data via individual interviews of 411 children (mean age =6.7 years; SD = .33) from 21 kindergarten classrooms in four schools. We found that children nominated for elevated levels of externalizing behavior were significantly less central to the classroom friendship network (over and above the contribution of language skills), and this effect was magnified for boys and students in larger classrooms. Moderator analyses revealed a significant gender by behavior interaction, where the difference between boys and girls was conditional on externalizing behavior nomination. Similar main effect results were found when predicting whether or not students had a reciprocal friendship tie. Students who received a teacher nomination for externalizing behavior had 48% lower odds of having a reciprocal friendship tie, after controlling for language skills. We found no significant moderators of the behavior–reciprocity relation. We conclude our study with a discussion of our findings and recommendations for future research and practice.
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来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
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