Monahan Kathryn C, Steinberg Laurence
Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Ave NE, Suite 401, Seattle, WA 98115-2024.
J Res Adolesc. 2011 Sep 1;21(3):576-585. doi: 10.1111/j.1532-7795.2010.00705.x.
Using a sample of individuals (277 males, 315 females) studied since birth in the NICHD Study of Early Child Care and Youth Development, the present study investigated how early pubertal maturation and school transition alter youth trajectories of social competence during the transition to adolescence. Social competence showed strong continuity, with the most socially competent children remaining so in adolescence. Early pubertal maturation and school transitions accentuate individual differences, increasing social competence among more competent youth, but further diminishing social competence among less competent individuals. In essence, facing challenges that require social competence may further separate competent individuals from less competent peers. Thus, the psychosocially rich become richer, while the psychosocially poor become poorer.
本研究以国家儿童健康与人类发展研究所（NICHD）早期儿童保育与青少年发展研究中自出生起就被跟踪研究的个体为样本（277名男性，315名女性），探究了青春期早熟和学校过渡如何在向青春期过渡期间改变青少年的社会能力轨迹。社会能力表现出很强的连续性，社交能力最强的儿童在青春期依然如此。青春期早熟和学校过渡加剧了个体差异，使能力较强的青少年的社会能力增强，但使能力较弱的个体的社会能力进一步下降。从本质上讲，面对需要社会能力的挑战可能会使有能力的个体与能力较弱的同龄人进一步分化。因此，心理社会资源丰富的人变得更加富有，而心理社会资源匮乏的人则变得更加贫穷。
