Chen Xinyin, French Doran C
Department of Psychology, University of Western Ontario, London, Ontario N6A 5C2 Canada.
Annu Rev Psychol. 2008;59:591-616. doi: 10.1146/annurev.psych.59.103006.093606.
Social initiative and behavioral control represent two major dimensions of children's social competence. Cultural norms and values with respect to these dimensions may affect the exhibition, meaning, and development of specific social behaviors such as sociability, shyness-inhibition, cooperation-compliance, and aggression-defiance, as well as the quality and function of social relationships. The culturally guided social interaction processes including evaluations and responses likely serve as an important mediator of cultural influence on children's social behaviors, relationships, and developmental patterns. In this article, we review research on children's social functioning and peer relationships in different cultures from an integrative contextual-developmental perspective. We also review research on the implications of the macro-level social and cultural changes that are happening in many societies for socialization and development of social competence.
社会主动性和行为控制是儿童社会能力的两个主要维度。关于这些维度的文化规范和价值观可能会影响特定社会行为的表现、意义和发展，如社交性、害羞抑制、合作顺从以及攻击反抗，还会影响社会关系的质量和功能。包括评价和反应在内的文化引导的社会互动过程，可能是文化对儿童社会行为、关系和发展模式产生影响的重要中介。在本文中，我们从综合的情境发展视角回顾了不同文化中儿童社会功能和同伴关系的研究。我们还回顾了许多社会正在发生的宏观层面社会和文化变化对社会化和社会能力发展的影响的研究。
