不同攻击受害类型农村儿童的社交行为和同伴关系

目的：比较不同攻击受害类型农村儿童的同伴关系、退缩和社交焦虑之间的差异。方法：用同伴提名问卷等对774名农村儿童进行测试并分类比较。结果：攻击性受害、普通受害和普通攻击儿童占总样本的比例分别为4．2％、10．5％和8．5％，各类别男女生和年级分布差异显著，与正常对照儿童相比，攻击性受害儿童的退缩、同伴拒绝高，同样接受低，普通受害儿童的退缩、社交焦虑、同伴拒绝高。结论：攻击性受害儿童的同伴关系最差，有显著的退缩表现，普通受害儿童有最多的退缩和社交焦虑问题。     

近20年儿童亲社会与同伴关系相关研究结果的元分析

目的：对近20年关于儿童亲社会和同伴关系的研究进行总结。方法：对儿童亲社会和同伴接受、同伴拒绝的相关结果进行基于多水平分新技术的的元分析。结果：儿童亲社会和同伴接受有正向关联作用，和同伴拒绝有负向关联作用，各研究结果的离散程度比较大。结论：亲社会性儿童有较好的同伴关系。     

儿童期社交退缩与人际关系的研究综述

目的 对近20年关于儿童退缩和人际关系相关的研究结果进行总结，了解退缩儿童的人际关系特点。方法 利用文献法整合国内外的相关研究，对儿童退缩和亲子关系、同伴关系和师生关系3种人际关系的相关的研究结果进行总结分析。结果 3种人际关系对儿童退缩行为的产生和发展有直接的、重要的影响。结论 社交退缩儿童具有不良的人际关系，通过改善儿童人际关系，将有助于矫正儿童退缩行为。     

初中生同伴侵害、同伴拒绝与问题行为关系的性别差异:交叉滞后分析

目的:考察同伴侵害、同伴拒绝与问题行为的相互影响及其性别差异。方法:采用班级戏剧量表、同伴提名和教师评定的方式,对北京市密云县1040名初中生进行调查。结果:(1)同伴侵害与同伴拒绝、外显问题行为、内化退缩行为呈显著正相关;(2)同伴侵害和同伴拒绝在两次测量之间呈现出高度的稳定性,外显问题行为和内化退缩行为呈现较低的稳定性。(3)交叉滞后分析结果表明,同伴侵害、同伴拒绝与问题行为之间的相互预测关系存在显著的性别差异。对于男生,前期的同伴侵害可以显著预测后期的外显问题行为,前期的内化退缩行为可以显著预测后期的同伴拒绝;对于女生,前期的同伴侵害可以显著预测后期的内化退缩行为。结论:同伴侵害和同伴拒绝会对初中生的心理和行为适应产生严重影响,需要加强对其同伴交往和问题行为的关注,促进学生良好发展。     

自我意识及父母教养方式与儿童社会退缩行为的关系

目的：探讨儿童社会退缩行为的形成与儿童自我意识及父母养育方式之间的关系。方法：采用Achenbach儿童行为量表（Achenbach’s Child Behavior Checklist，CBCL）、Piers—Harris儿童自我意识量表（Children’s Self-concept Scale，PHCSS）、父母教养方式评价问卷对长沙市五所小学四、五年级1209位学生测量并进行统计分析。结果：经过统计分析，退缩低分组在自我意识量表上各因子得分都明显高于高分组，并且在父母养育方式量表中，父母亲的情感温暖和理解因子得分也显著高于高分组，而父母亲的拒绝否认和父母亲的惩罚严厉因子得分却显著低于高分组。退缩行为与父母的情感温暖和理解呈低度负相关，与父母亲拒绝否认、父亲惩罚严厉呈低度正相关，与儿童自我意识量表中行为、智力与学校情况均呈中度负相关．与躯体外貌、焦虑、合群以及幸福满足呈低度负相关。结论：家庭教养方式和自我意识是社会退缩行为的影响因素之一。     

农村留守儿童的社会关系与孤独感研究

目的:探讨社会关系与农村留守儿童孤独感之间的关系。方法:用问卷法和同伴提名法对农村小学3-5年级留守儿童和非留守儿童进行测试。结果:①留守儿童的孤独感、同伴拒绝显著高于非留守儿童(P<0.05),留守儿童的教师接纳、亲子依恋、同伴喜欢显著低于非留守儿童(P<0.01);②留守儿童的教师接纳、亲子依恋、同伴拒绝与其孤独感存在显著相关(P<0.05);③留守儿童的教师接纳、同伴拒绝、父子依恋共同预测孤独感,解释率为41%。结论:三种社会关系对农村留守儿童孤独感有显著影响。     

关系攻击行为对儿童心理社会适应的影响

目的:探讨关系攻击行为对儿童心理社会适应的影响.方法:采用班级戏剧问卷、儿童孤独量表、同伴提名、朋友提名对549名儿童进行测查.结果:①女孩的关系攻击水平高于男孩.②关系攻击与受欺侮、退缩、被拒绝显著正相关,与孤独感、朋友数量相关不显著.③分层回归分析显示,在控制了外部攻击的影响后,关系攻击仍能正向预测受欺侮、退缩、被拒绝.结论:关系攻击行为能够有效预测儿童的心理社会适应.     

学前儿童执行功能与同伴关系:外化问题行为的中介作用

目的:考察学前儿童执行功能对同伴接纳和同伴拒绝的影响及儿童外化问题行为在这一关系中所起的中介作用。方法:分别在2015年和2016年春季对315名幼儿进行测查,2015年采用EF Touch程序测量儿童执行功能;2016年采用长处与困难量表(SDQ)测查儿童外化问题行为并用同伴提名法测量同伴关系质量。结果:(1)抑制控制、工作记忆和注意转移与一年后儿童的外化问题行为显著负相关(r值分别为-0.26、-0.24、-0.18,Ps0.01),与一年后儿童的同伴拒绝显著负相关(r值分别为-0.33、-0.18、-0.18,Ps0.01),与同伴接纳显著正相关(r值分别为0.19、0.18、0.15,Ps0.01);(2)抑制控制能显著地直接影响或通过儿童外化问题行为间接影响一年后儿童的同伴拒绝;(3)虽然工作记忆不能显著预测一年后的同伴拒绝,但它能通过外化问题行为间接影响儿童同伴拒绝。结论:儿童外化问题行为在执行功能特别是抑制控制成分与同伴拒绝之间起部分中介作用。     

班级环境对儿童受害和同伴接受、学习成绩关系的影响

目的:探讨班级环境因素对儿童受害和学习成绩、同伴接受之间关系的影响.方法:使用多水平分析技术对82个班级的4650名初中生的资料进行分析.结果:儿童受害显著负向预期学习成绩和同伴接受,并且这两种预期作用在班级之间的变异显著.当前研究中的班级环境变量未能解释受害和同伴接受间的关系在班级间的变异,班级水平的秩序纪律可减弱儿童受害和学习成绩间的负向关系,同学关系对受害儿童的学习成绩有不利的影响.结论:儿童受害状况对学习成绩和同伴接受有不利影响,这种影响作用受班级因素的影响.     

小学生情绪表现规则的发展特点及与同伴接受性的关系研究

目的：探讨小学生情绪表现规则的发展特点，及其与同伴接受性的关系。方法：采用临床访谈和同伴提名法，考察157名三、五年级小学生的情绪表现规则和同伴接受性。结果：三年级比五年级有更高的表情调节知识．使用更多自我保护表现规则。女孩比男孩使用更多标准维持表现规则。城市儿童比农村儿童有更高的表情调节知识，使用更多亲社会表现规则。自我保护表现规则能够显著预测同伴拒绝。结论：小学生的情绪表现规则具有不同的发展特点，对同伴接受性有一定的预测，情绪表现规则的发展有助于儿童调节情绪表达，促进儿童社会性发展。     

Salivary cortisol in response to acute social rejection and acceptance by peers

Past research indicates that social rejection predicts a wide range of psychological problems (e.g., depression), but laboratory studies examining self-reports of negative affect after social rejection have reported inconsistent results. Salivary cortisol was measured before and after a social rejection/acceptance manipulation for objective assessment of psychological distress subsequent to peer rejection. Rejected participants were predicted to show significantly greater salivary cortisol than accepted or control participants. The present research also examined several factors that may moderate the relationship between acute rejection and cortisol. As predicted, rejected participants exhibited significantly higher cortisol than accepted or control participants. Defensiveness moderated the relationship between rejection and cortisol; highly defensive rejected participants showed significantly lower cortisol than less defensive rejected participants after peer rejection. Results indicate that social rejection causes psychological distress, but highly defensive individuals appear to be less susceptible than less defensive individuals to increases in salivary cortisol after acute social rejection.     

Testing a developmental cascade model of emotional and social competence and early peer acceptance

A developmental cascade model of early emotional and social competence predicting later peer acceptance was examined in a community sample of 440 children across the ages of 2 to 7. Children's externalizing behavior, emotion regulation, social skills within the classroom and peer acceptance were examined utilizing a multitrait-multimethod approach. A series of longitudinal cross-lag models that controlled for shared rater variance were fit using structural equation modeling. Results indicated there was considerable stability in children's externalizing behavior problems and classroom social skills over time. Contrary to expectations, there were no reciprocal influences between externalizing behavior problems and emotion regulation, although higher levels of emotion regulation were associated with decreases in subsequent levels of externalizing behaviors. Finally, children's early social skills also predicted later peer acceptance. Results underscore the complex associations among emotional and social functioning across early childhood.     

Peer-Based Differences Among Boys With ADHD

Examined the peer interactions and peer acceptance of three groups of boys ages 8 to 11 1/2 years: attention deficit hyperactivity disorder (ADHD), predominantly inattentive type; ADHD, combined type; and nonclinical controls (N = 45). Peer nominations were obtained from each boy's classroom. Newly acquainted peers consisting of boys from each of the 3 groups were observed for 3 play sessions, after which peer nominations were obtained. Both ADHD groups were more likely than nonclinical controls to receive lower social preference scores from peers in the classroom but not in the play groups. In both settings, boys from the predominantly inattentive group were more likely to be nominated as very shy, whereas boys from the combined type group were more likely to be nominated for starting fights and arguments. Observations of the play group showed that boys from the predominantly inattentive group displayed a marked pattern of social withdrawal. The findings suggest that the peer rejection experienced by these 2 groups may result from very different social behavior patterns.     

Subgenual anterior cingulate responses to peer rejection: a marker of adolescents' risk for depression

Extensive developmental research has linked peer rejection during adolescence with a host of psychopathological outcomes, including depression. Moreover, recent neuroimaging research has suggested that increased activity in the subgenual region of the anterior cingulate cortex (subACC), which has been consistently linked with depression, is related to heightened sensitivity to peer rejection among adolescents. The goal of the current study was to directly test the hypothesis that adolescents' subACC responses are predictive of their risk for future depression, by examining the relationship between subACC activity during peer rejection and increases in depressive symptoms during the following year. During a functional magnetic resonance imaging scan, 20 13-year-olds were ostensibly excluded by peers during an online social interaction. Participants' depressive symptoms were assessed via parental reports at the time of the scan and 1 year later. Region of interest and whole-brain analyses indicated that greater subACC activity during exclusion was associated with increases in parent-reported depressive symptoms during the following year. These findings suggest that subACC responsivity to social exclusion may serve as a neural marker of adolescents' risk for future depression and have implications for understanding the relationship between sensitivity to peer rejection and the increased risk of depression that occurs during adolescence.     

Children's Classroom Peer Relationships and Subsequent Educational Outcomes

Used children's peer relationships (social preference, aggression, and withdrawal) to predict educational outcomes in a 10-year longitudinal study of 524 students in Grades 3 to 5. Consistent with prior research, lower social preference and elevated aggression and withdrawal were each associated with lower graduation rates; however, only aggression uniquely predicted outcomes. Ethnicity and socioeconomic status (SES) predicted educational outcomes and moderated the association between peer acceptance and outcomes. Social preference predicted educational outcomes of Caucasian and middle SES students but not African American and low SES students; when ethnicity and SES were included in the same model, only the moderating effect of SES was a significant predictor of educational outcome. Ethnicity also interacted with social withdrawal such that withdrawal predicted more negative educational outcomes for African American but not Caucasian students. When academic achievement scores and being over-age for grade were included in our model, only peer-rated aggression significantly added to the prediction of educational outcomes.     

Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.     

Contextual factors in substance use: a study of suburban and inner-city adolescents

Objectives in this research were to examine contextual differences in correlates of substance use among high school students. The focus was on two broad categories of adjustment indices: personal psychopathology (internalizing and externalizing problems) and behaviors reflecting social competence (academic achievement, teacher-rated classroom behaviors, and peer acceptance or rejection). Associations between drug use and each of these constructs were examined in two sociodemographically disparate groups: teens from affluent, suburban families (n = 264), and low socioeconomic status adolescents from inner-city settings (n = 224). Results indicated that suburban youth reported significantly higher levels of substance use than inner-city youth. In addition, their substance use was more strongly linked with subjectively perceived maladjustment indices. Comparable negative associations involving grades and teacher-rated behaviors were found in both groups, and among suburban males only, substance use showed robust positive associations with acceptance by peers. Results are discussed in terms of developmental perspectives on adolescent deviance, contextual socializing forces, and implications for preventive interventions and treatment.