儿童亲社会行为、攻击行为与心理适 应的关系:同伴圈子的作用-发展与教育心理学专业论文.docxVIP

儿童亲社会行为、攻击行为与心理适 应的关系:同伴圈子的作用-发展与教育心理学专业论文.docx

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儿童亲社会行为、攻击行为与心理适 应的关系:同伴圈子的作用-发展与教育心理学专业论文

所属女生圈子的儿童的幸福感显著高于男生圈子。 5) 同伴圈子的亲社会行为会对儿童的心理适应有直接作用。儿童所属圈子 的亲社会行为越高对儿童自尊及幸福感的发展越好。儿童所属圈子的亲社会行为 越高则儿童的孤独感与抑郁水平就越低。同伴圈子的亲社会行为能够在个体亲社 会行为与心理适应之间产生调节作用。圈子亲社会行为在个体亲社会行为与孤独 感之间存在调节作用。 6) 同伴圈子的攻击行为会对儿童的心理适应有直接作用。儿童所属圈子的 攻击行为越高则儿童表现出更多的孤独感与抑郁。同伴圈子的攻击行为能够在个 体攻击行为与心理适应之间产生调节作用。圈子攻击行为在个体攻击行为与抑郁 之间存在调节作用。 关键词:同伴圈子;心理适应;亲社会行为;攻击行为 II Abstract As an important social and cultural context, peer group plays a significant and particular role in children’s individual development. In the process of children’s socialization, the significance of the prosocial behavior, aggressive behavior for their psychological adjustment has been inadequately supported. However, when children are in the different peer groups, groups’ prosocial behavior or aggressive behavior may enhance or constrain the individual-level relations between social behaviors and psychological developmental outcomes. Moreover, more and more children moving to urban areas with their parents in recent years, migrant children has already became a special population under the peculiar Chinese social and cultural environments. They have more opportunities to interact with urban children. Therefore, the purpose in the current study was to explore the formation of children’s peer group and the effects of peer group on the relation between their prosocial, aggressive behavior and psychological adjustment. Participants were a sample of 645 children from Shanghai. Data were collected from multiple sources in the study. Class play procedure was used to assess childrens prosocial, aggressive behavior. Self-reports were used to measure childrens self-perceptions, depression, loneliness, and well-being. The Social Cognitive Map procedure was used to identify childrens peer group membership. Using hierarchical linear modeling (HLM) to analyze data. The results indicated: 1) Boys had significantly higher scores than girls on loneliness. Girls had significantly higher scores than boys on self-esteem and well-being. Children in fourth grade

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