同伴关系在儿童社会自我概念形成中的中介作用  

The Mediating Influence of Children's Peer Acceptance in Their Social Self-Conceptualization

作　　者：王燕[1] 张雷[2] 刘红云[2] 

机构地区：[1]复旦大学心理系 [2]北京师范大学心理学院,北京100088

出　　处：《心理科学》2005年第5期1152-1155,共4页Journal of Psychological Science

摘　　要：运用提名和问卷法,对706名香港小学3、4年级学生的亲社会行为、攻击行为、受欺负行为、同伴接受性及社会自我概念进行了测量。结果发现,儿童的亲社会行为对其同伴接受性有明显的正向预测效果,攻击和受欺负行为对儿童的同伴关系则会产生明显的负面作用,儿童的这些社会性行为通过同伴关系这一中介变量,间接地作用于儿童的社会自我概念。Using structural equation modeling on a sample of 706 Hong Kong primary school students, this study examined the mediating effect of peer acceptance on the relations of children＇s prosocial-leadership, aggression, and victimization, respectively, to their self-w-rceived social competence, The results support the hypothesis that children＇s sclf-conceptulization was not determined by their social behaviors directly, but indirectly through the mediating influence of peer reaction to these behaviors.

关 键 词：社会行为 同伴接受 社会自我概念 亲社会行为 同伴关系 儿童 中介作用 概念形成 同伴接受性 攻击行为 

分 类 号：B844.1[哲学宗教—发展与教育心理学] G610[哲学宗教—心理学]