小学儿童的尊重观念与同伴关系  

Relations Between the Conception of Respect and Peer Relationships in Childhood

作　　者：周宗奎[1] 张春妹[1] Yeh H sueh 

机构地区：[1]华中师范大学心理学院 [2]College of Education,University of Memphis,memphistn38152

出　　处：《心理学报》2006年第2期232-239,共8页Acta Psychologica Sinica

基　　金：国家自然科学基金资助项目(30270473);北京市重点实验室--首都师范大学"学习与认知实验室"经费资助;留学回国人员科研启动基金资助项目

摘　　要：采用开放式尊重观念问卷考察了502名三到六年级小学生的尊重观念,探讨儿童的尊重观念与其友伴关系的联系。结果表明,双向尊重的儿童比单向尊重的儿童具有更多的友伴数和更好的友谊质量,但双向尊重的儿童不一定是受欢迎儿童;在不同社交地位的儿童中,被拒绝儿童比其他类型的儿童在一般尊重观念和对朋友的尊重观念上更多地具有单向尊重观念(主要是自我取向尊重观念)。因此,同伴关系的不同侧面———友谊关系和群体社交地位与儿童尊重观念具有不同的联系。The study investigated the relation between children＇s conception of respect and peer relationships. 502 children from Grade 3 through 6 completed peer nominations, sociometric nominations, friendship quality questionnaire and opened questionnaire on the conception of respect. Results showed children of mutual respect had more friends and better friendship quality than children of unilateral respect. Popular children had no more mutual respect conception than other children. Rejected children had more unilateral respect conception than other children, which mainly was self - directed conception of respect. The different relations between respect conception and two aspects of peer relationships, which were friend relationships and social status, were discussed.

关 键 词：尊重观念 双向尊重 单向尊重 友伴关系 儿童 

分 类 号：B844[哲学宗教—发展与教育心理学]