Rudolph Karen D, Abaied Jamie L, Flynn Megan, Sugimura Niwako, Agoston Anna Monica
Child Dev. 2011 September/October;82(5):1518-1530. doi: 10.1111/j.1467-8624.2011.01631.x.
Little is known about individual differences in how children respond to peer aggression. This research explored the contribution of social goal orientation, specifically development goals (improving social skills and relationships), demonstration-approach goals (gaining positive judgments), and demonstration-avoidance goals (minimizing negative judgments). Children (M age = 7.97, SD = .34) were followed from 2(nd) to 3(rd) grade. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health.
关于儿童对同伴攻击行为的反应存在个体差异这一点，人们所知甚少。本研究探讨了社会目标导向的作用，具体包括发展目标（提高社交技能和人际关系）、展示接近目标（获得积极评价）和展示回避目标（尽量减少负面评价）。对儿童（平均年龄 = 7.97，标准差 = 0.34）从二年级到三年级进行跟踪研究。通过与特定情境目标和社会适应的相关性，确定了社会目标导向结构的有效性。发展目标预测了适应性反应（更多努力参与、解决问题、寻求建议；更少非自愿反应）；展示目标预测了适应不良反应（更少努力参与、解决问题；更多脱离接触、报复）。本研究有助于从理论上理解同伴攻击行为的过程以及促进最佳社会健康的干预措施。
