Zarbatany L, Hartmann D P, Rankin D B
Department of Psychology, University of Western Ontario, London, Canada.
Child Dev. 1990 Aug;61(4):1067-80.
The psychological functions of preadolescent peer activities were assessed by examining activity-related prescriptions and prescriptions for peer behavior. 91 fifth- and sixth-grade children (48 girls) kept week-long diaries of important peer activities and liked and disliked behaviors performed by peers in the activities. 81 other fifth- and sixth-grade children (40 girls) rated the importance and prevalence of each activity and indicated which of several positive and negative behaviors they would most like or dislike to happen in 10 of the activities. Results indicate that collectively, the activities sampled serve 3 main functions based on their prescriptive and prescriptive behavioral profiles: (a) they provide a context for sociability, enhancement of relationships, and a sense of belonging; (b) they promote concern for achievements and integrity of the self; and (c) they provide opportunities for instruction and learning. Not all activities serve all functions, however, and children may require exposure to a variety of activities to accrue a full range of psychological experiences. The findings also illustrate the potential importance of activity-related information for discerning the meaning and evaluating the effectiveness of social behavior. The advantages of the methodology are discussed.
通过检查与活动相关的规定以及同伴行为的规定，对青春期前同伴活动的心理功能进行了评估。91名五年级和六年级的儿童（48名女孩）记录了为期一周的重要同伴活动日记，以及活动中同伴表现出的喜欢和不喜欢的行为。另外81名五年级和六年级的儿童（40名女孩）对每项活动的重要性和普遍性进行了评分，并指出了他们最希望或最不希望在10项活动中出现的几种积极和消极行为中的哪一种。结果表明，总体而言，根据其规定性和规定性行为特征，所抽样的活动具有3种主要功能：（a）它们为社交、增进关系和归属感提供了一个背景；（b）它们促进对自我成就和正直的关注；（c）它们提供了指导和学习的机会。然而，并非所有活动都具有所有功能，儿童可能需要接触各种活动才能获得全面的心理体验。研究结果还说明了与活动相关的信息对于辨别社会行为的意义和评估其有效性的潜在重要性。讨论了该方法的优点。
