亲社会和攻击行为的友谊过程:中小学课堂师生关系的作用和差异

IF 1.2 4区 心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-01 DOI:10.13110/MERRPALMQUAR1982.65.2.0232
Huiyoung Shin, Allison M. Ryan, Elizabeth A. North
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引用次数: 23

摘要

摘要:本研究探讨了早期青少年亲社会行为和攻击行为的友谊过程,以及教师亲缘感的调节作用。研究了小学五年级学生与中学六年级学生的差异。样本来自48个教室(N = 879, 51%的女孩在第一波,N = 859, 51%的女孩在第二波;27间五年级教室和21间六年级教室)。与纵向社会网络分析(RSiena[模拟调查实证网络分析];参见Ripley, Snijders, Boda, Voros, & Preciado, 2017),我们发现朋友在亲社会行为以及攻击行为方面彼此相似,这种相似性是由于选择以及影响效应。总的来说,亲社会的朋友更受青睐,因为他们往往会得到最多的朋友提名。与老师的亲缘关系放大了学生对亲社会同伴作为朋友的偏好,同时降低了学生对好斗同伴作为朋友的偏好。五年级和六年级学生在友谊过程和与老师关系的调节作用上存在一定差异。与小学五年级学生相比,中学六年级学生被亲社会同伴作为朋友的吸引力较小,并且总体上表现出更高的攻击行为发生率。与五年级学生相比,六年级学生与老师的亲缘关系对高度亲社会和较少攻击性同伴的友谊偏好的调节作用更强。
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Friendship Processes Around Prosocial and Aggressive Behaviors: The Role of Teacher–Student Relatedness and Differences Between Elementary-School and Middle-School Classrooms
Abstract:This study examined the friendship processes around prosocial and aggressive behaviors and the moderating role of early adolescents' perceived relatedness with teachers. Differences between fifth graders in elementary school and sixth graders in middle school were examined. The sample was from 48 classrooms (N = 879, 51% girls at Wave 1, N = 859, 51% girls at Wave 2; 27 fifth-grade classrooms and 21 sixth-grade classrooms). With longitudinal social network analysis (RSiena [Simulation Investigation for Empirical Network Analysis]; see Ripley, Snijders, Boda, Voros, & Preciado, 2017), we found that friends were similar to each other in pro-social behavior, as well as aggressive behavior, and this similarity was due to selection, as well as influence effects. In general, there was a preference for prosocial friends as they tended to receive the most friend nominations. Perceived relatedness with their teacher amplified students' preference toward prosocial peers as friends, as well as decreased students' preference for aggressive peers as friends. Friendship processes and the moderating role of relatedness with one's teacher showed some differences between fifth and sixth graders. Sixth graders in middle school were less attracted to prosocial peers as friends and showed higher overall prevalence of aggressive behavior compared to fifth graders in elementary school. The moderating role of relatedness with their teacher on friendship preference toward highly prosocial and less aggressive peers was stronger for sixth graders compared to fifth graders.
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来源期刊
CiteScore
1.40
自引率
0.00%
发文量
6
期刊介绍: This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.
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