{"title":"儿童早期社会接受度与学校幸福感的关系","authors":"Femke van der Wilt","doi":"10.1002/icd.2470","DOIUrl":null,"url":null,"abstract":"<p>The present study investigated the relation between social acceptance and school well-being in early childhood. Additionally, it was explored whether this relation depended on gender and age. In total, <i>N</i> = 311 children (aged 4–7) participated. Social acceptance was assessed with a peer nomination method and school wellbeing was measured with a parent questionnaire. Outcomes of hierarchical multiple regression analysis demonstrated a positive relation between social acceptance and school wellbeing. Regarding the role of gender and age, outcomes indicated that social acceptance was related to school wellbeing only for girls (not boys) and only for younger children (not older children). Implications and directions for future research are discussed.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 3","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2470","citationCount":"0","resultStr":"{\"title\":\"The relation between social acceptance and school well-being in early childhood\",\"authors\":\"Femke van der Wilt\",\"doi\":\"10.1002/icd.2470\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The present study investigated the relation between social acceptance and school well-being in early childhood. Additionally, it was explored whether this relation depended on gender and age. In total, <i>N</i> = 311 children (aged 4–7) participated. Social acceptance was assessed with a peer nomination method and school wellbeing was measured with a parent questionnaire. Outcomes of hierarchical multiple regression analysis demonstrated a positive relation between social acceptance and school wellbeing. Regarding the role of gender and age, outcomes indicated that social acceptance was related to school wellbeing only for girls (not boys) and only for younger children (not older children). Implications and directions for future research are discussed.</p>\",\"PeriodicalId\":47820,\"journal\":{\"name\":\"Infant and Child Development\",\"volume\":\"33 3\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2023-10-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2470\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Infant and Child Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/icd.2470\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Infant and Child Development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/icd.2470","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
The relation between social acceptance and school well-being in early childhood
The present study investigated the relation between social acceptance and school well-being in early childhood. Additionally, it was explored whether this relation depended on gender and age. In total, N = 311 children (aged 4–7) participated. Social acceptance was assessed with a peer nomination method and school wellbeing was measured with a parent questionnaire. Outcomes of hierarchical multiple regression analysis demonstrated a positive relation between social acceptance and school wellbeing. Regarding the role of gender and age, outcomes indicated that social acceptance was related to school wellbeing only for girls (not boys) and only for younger children (not older children). Implications and directions for future research are discussed.
期刊介绍：
Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)
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