儿童中晚期的害羞对同伴关系的预测:师生关系的调节作用
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- 英文论文题名：Predictive Relations between Shyness and Peer Relationships in Middle and Late Childhood:Moderating Effects of Teacher-student Relationships
- 论文作者：曹健 ; 杨盼盼 ; 刘俊升
- 英文论文作者：Jian Cao ; Panpan Yang ; Junsheng liu ; Department of Psychology ; Shanghai Normal University
- 年：2015
- 作者机构：上海师范大学心理学系;
- 论文关键词：害羞 ; 同伴关系 ; 师生关系 ; 调节作用
- 英文论文关键词：Shyness ; peer relationships ; teacher-student relationships ; moderating effects
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B844.1
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：752k
- 原文格式：D
- 会议级别：全国
摘要
害羞是指个体在面对新的社交环境以及感受到社会评价时,表现出小心谨慎以及焦虑的气质特点。已有研究表明,害羞对儿童的同伴关系有显著的负向预测作用,但目前对害羞儿童保护因素的研究尚不充分。本研究通过儿童自我报告、同伴评价、教师评价的方式,对1155名3-7年级的学生进行了为期一年的追踪研究,考察了童年中晚期师生关系在害羞和同伴关系中的调节作用,结果表明:(1)第一次测量的害羞对第二次测量的同伴接纳有显著的负向预测作用,对儿童受欺负有显著的正向预测作用;(2)第一次测量的害羞对第二次测量的同伴接纳、受欺负的预测受师生关系的调节,良好的师生关系可以弱化害羞对同伴接纳、受欺负的预测。研究结果表明,师生关系作为一种保护因素,可以在一定程度上缓解害羞对同伴关系的不良影响。
Shyness refers to a temperamental trait characterized by wariness and anxiety in the face of social novelty and perceived evaluation.Empirical findings indicated that shyness can negatively predict peer relationships, while few researches focused on protective factors for shy children. The purpose of this one- year longitudinal study was to examine the moderating effects of the teacher-student relationships on predictive relations between shyness and later peer relationships in middle and late childhood. Participants were 1155 children aged from 10 to 14 years old. Assessments of shyness, peer acceptance, peer victimization, teacher-student relationships were obtained from multiple resources, including self-reports, peer nominations and teacher-reports.Results indicated that shyness negatively predicted later peer acceptance, and positively predicted later peer victimization. The predictive relations between shyness and later peer relationships were moderated by the teacher-student relationships. For low teacher-student-relationship children,the associations between shyness and later peer relationships difficulties were much stronger than those scored higher in teacher-student relationships.The results indicated that teacher-student relationships may be a buffering factor that serves to protect shy children from developing negative peer relationships to some degree.
Shyness refers to a temperamental trait characterized by wariness and anxiety in the face of social novelty and perceived evaluation.Empirical findings indicated that shyness can negatively predict peer relationships, while few researches focused on protective factors for shy children. The purpose of this one- year longitudinal study was to examine the moderating effects of the teacher-student relationships on predictive relations between shyness and later peer relationships in middle and late childhood. Participants were 1155 children aged from 10 to 14 years old. Assessments of shyness, peer acceptance, peer victimization, teacher-student relationships were obtained from multiple resources, including self-reports, peer nominations and teacher-reports.Results indicated that shyness negatively predicted later peer acceptance, and positively predicted later peer victimization. The predictive relations between shyness and later peer relationships were moderated by the teacher-student relationships. For low teacher-student-relationship children,the associations between shyness and later peer relationships difficulties were much stronger than those scored higher in teacher-student relationships.The results indicated that teacher-student relationships may be a buffering factor that serves to protect shy children from developing negative peer relationships to some degree.
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