Olson S L, Brodfeld P L
Department of Psychology, University of Michigan, Ann Arbor 48109.
J Abnorm Child Psychol. 1991 Aug;19(4):493-503. doi: 10.1007/BF00919091.
We examined the longitudinal stability of measures of negative peer status and aggressive-disruptive behavior in preschool boys. Subjects were 53 white 4- to 5-year-old boys from low-income family backgrounds. Peer sociometric measures of rejection and behavioral deviance were assessed in the fall and spring of the preschool year. Complementary measures were also obtained from teachers at both assessment points. Half of the boys designated as rejected on the basis of peer nominations maintained this status at the end of the preschool year. Teachers and peers did not agree on their selections of socially rejected children, but had good agreement concerning the identification of children with externalizing-type behavior problems. Finally, teacher and peer classifications of aggressive-disruptive children were highly stable throughout the preschool year. These findings indicate that peer-rejected children can be identified at very young ages, and that preschoolers can be reliable informants about the social maladjustment of peers.
我们研究了学前男孩中负面同伴地位和攻击破坏性行为测量指标的纵向稳定性。研究对象是53名来自低收入家庭背景的4至5岁白人男孩。在学前学年的秋季和春季评估了同伴社会测量中的被拒斥和行为偏差情况。在两个评估点还从教师那里获得了补充测量数据。根据同伴提名被认定为被拒斥的男孩中有一半在学前学年末仍保持这一地位。教师和同伴在他们对社会被拒斥儿童的选择上意见不一致，但在识别具有外化型行为问题的儿童方面有很好的一致性。最后，在整个学前学年中，教师和同伴对攻击破坏性行为儿童的分类非常稳定。这些发现表明，在非常小的年龄就能识别出被同伴拒斥的儿童，并且学龄前儿童可以成为关于同伴社会适应不良情况的可靠信息提供者。
