Salmivalli Christina, Ojanen Tiina, Haanpää Jemina, Peets Kätlin
Department of Psychology, University of Turku, FIN-20014, Turku, Finland.
Dev Psychol. 2005 Mar;41(2):363-75. doi: 10.1037/0012-1649.41.2.363.
This study examined the links among 5th and 6th graders' (279 girls and 310 boys) self- and peer perceptions, social goals, and social behavior. Social goals mediated the effects of self- and peer perceptions on 3 types of behavior: proactive aggression, prosocial behavior, and withdrawal. In addition to their main effects (self-perception predicting variance in agentic goals, peer perception being related to communal goals), self- and peer perception interacted in influencing social goals; for instance, the effects of a positive view of oneself were different in the contexts of a positive versus a negative perception of peers. It is suggested that in order to predict children's social behavior more accurately, researchers should investigate children's dual perceptions of themselves and of their peers--that is, their peer-relational schemas--instead of assessing self-perception and peer perception in isolation from each other.
本研究考察了五、六年级学生（279名女生和310名男生）的自我认知、同伴认知、社会目标和社会行为之间的联系。社会目标在自我认知和同伴认知对三种行为类型的影响中起中介作用：主动攻击行为、亲社会行为和退缩行为。除了它们的主效应（自我认知预测能动目标的方差，同伴认知与共享目标相关）之外，自我认知和同伴认知在影响社会目标方面存在交互作用；例如，在同伴的积极认知与消极认知的背景下，对自己的积极看法所产生的影响是不同的。研究表明，为了更准确地预测儿童的社会行为，研究人员应该调查儿童对自己和同伴的双重认知——即他们的同伴关系模式——而不是孤立地评估自我认知和同伴认知。
