ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 2011, Vol. 43 ›› Issue (01): 74-91.

• • 上一篇    下一篇

作为社会和文化情境的同伴圈子对儿童社会能力发展的影响

陈斌斌;李丹;陈欣银;陈峰   

  1. (1香港中文大学教育心理学系, 香港) (2 上海师范大学心理学系, 上海 200234)
    (3 美国宾夕法尼亚大学教育研究生院) (4上海理工大学中英国际学院, 上海 210005)
  • 收稿日期:2010-05-04 修回日期:1900-01-01 出版日期:2011-01-30 发布日期:2011-01-30
  • 通讯作者: 李丹

The Peer Group as a Social and Cultural Context: Influence on Socioemotional Functioning in Chinese Children

CHEN Bin-Bin;LI Dan;CHEN Xinyin;CHEN Feng   

  1. (1 Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, China)
    (2 Department of Psychology, Shanghai Normal University, Shanghai 200234, China)
    (3 Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104, USA)
    (4 Sino-British College, University of Shanghai for Science and Technology 210005, China)
  • Received:2010-05-04 Revised:1900-01-01 Published:2011-01-30 Online:2011-01-30

PDF (PC)

3553

被引次数

82

摘要： 基于同伴圈子的相似性假设探讨同伴圈子的形成、圈子社会情境对儿童社会能力发展的促进作用, 以及圈子文化背景对圈子社会化过程的调节作用。选取某城乡结合部一小学3至5年级898名儿童作为被试进行一年的跟踪调查, 其中在第一年当地城市儿童占36.5%, 当地农村儿童占48.8%, 流动儿童占10.4%。学生在第一和第二年都完成《班级戏剧》和《社会认知地图》问卷。研究结果表明：(1)在个体层面上, 圈子成员的社交性、亲社会性、自主性以及同伴接纳显著高于孤立者。城市儿童的自主性显著高于农村和流动儿童, 后两者之间则无显著差异。亲社会性在性别和文化背景方面存在显著的交互作用。(2)儿童会依据社会能力的相似性来组成同伴圈子, 且不同圈子之间存在显著差异。儿童也愿意与不同文化背景的同伴交往, 形成不同类型社会文化背景的同伴圈子。(3)儿童的社交性和自主性随着同伴圈子相应能力的提高而呈正向发展趋势。(4)同伴圈子对个体社交性和自主性发展的影响因圈子所注重的社会文化准则的差异而有所不同。农村－城市圈子比农村－流动圈子对儿童社交性发展的影响明显更大些; 农村圈子的儿童自主性水平更趋于随圈子自主性的提高而正向发展。

关键词: 社会变迁, 社会文化背景, 同伴圈子, 相似性假设, 社会能力

Abstract: The experience of peer interaction is a unique context for development. Peer social cluster is one of the important forms of interpersonal interaction at the group level. As a social and cultural context, the peer group plays a significant and particular role in children’s social development. The process of social transition in China makes it possible for children of different social and cultural backgrounds to interact with each other in the same class. At the same time, they form peer groups with different social and cultural norms, which serve as a basis for the interpretation of particular social behaviors. Therefore, it is important to explore group background in the study of peer influence on individual socioemotional functioning.
The purpose in the current study was to explore, using hierarchical linear modeling (HLM), the peer group as a context for the socialization of children’s social competencies. In this one-year longitudinal study, 898 children from grade 3 to grade 5 were recruited from a suburban elementary school in Nantong, Jiangsu Province. Among them, there were 36.5 % urban children, 48.8 % rural children, and 10.4 % migrant children in the first year. In both first and second years, children were asked to provide peer nominations for sociable, prosocial, and assertive behaviors, and to complete the Social Cognitive Map (SCM) measure.
The analyses revealed several major results. First, at the individual level, group members had significantly higher scores on sociability, prosociality, assertiveness, and peer acceptance than did nonmembers. Urban children had significantly higher scores on assertiveness than did both rural and migrant children. The analysis also revealed a significant interaction between gender and background on prosociality. Second, peer groups were highly homogenous on social competences. Most children chose cross-background peers to form peer groups. Third, peer groups had significant main effects on socioemotional characteristics, except for prosocial behavior, over one year. Finally, to some extent, group social and cultural backgrounds moderated the group socialization function. Rural-urban groups had stronger effects on the development of sociability than did rural-migrant groups, while rural peer groups had stronger effects on the development of assertiveness than did urban peer groups.

Key words: societal transition, social and cultural background, peer group, Homophily Hypothesis, social functioning