Department of Psychology, University of Bern, Switzerland.
Br J Dev Psychol. 2010 Sep;28(Pt 3):679-97. doi: 10.1348/026151009x470582.
The study investigates peer acceptance and victimization of immigrant and Swiss children in kindergarten classes. Our first aim is to compare peer acceptance and victimization of Swiss and immigrant children. Secondly, we explore the role of their local language competences (LLCs). The sample was drawn from kindergartens in communities in the German-speaking part of Switzerland. A representative sample of 568 boys and 522 girls (mean age 5.8 years) took part in the research. Teachers completed questionnaires on children's victimization, bullying, and LLC. The nationality background of parents was indicated by teachers and parents. To assess peer acceptance, a peer nomination method was used. Immigrant children showed less acceptance by peers and were more often victimized than their Swiss peers. There was a significant interaction effect for LLC and national background of mothers, showing that LLC was positively associated with peer acceptance for children of an immigrant background but not for Swiss children. Furthermore, peer acceptance mediated the effect of national background of mothers on victimization. Results are discussed in terms of the need to improve immigrant children's LLC.
本研究调查了幼儿园班级中移民儿童和瑞士儿童的同伴接纳和受害情况。我们的首要目标是比较瑞士儿童和移民儿童的同伴接纳和受害情况。其次，我们探讨了他们当地语言能力（LLC）的作用。该样本来自瑞士德语区社区的幼儿园。研究共有 568 名男孩和 522 名女孩（平均年龄 5.8 岁）参与。教师完成了关于儿童受害、欺凌和 LLC 的问卷。父母的国籍背景由教师和家长指出。为了评估同伴接纳，使用了同伴提名法。移民儿童的同伴接纳程度较低，受害情况比瑞士儿童更为常见。LLC 和母亲的国籍背景之间存在显著的交互作用，表明对于移民背景的儿童，LLC 与同伴接纳呈正相关，而对于瑞士儿童则并非如此。此外，同伴接纳中介了母亲的国籍背景对受害的影响。研究结果从需要提高移民儿童的 LLC 角度进行了讨论。
