Bowker Julie C, Etkin Rebecca G
J Genet Psychol. 2014 Jan-Apr;175(1-2):35-50. doi: 10.1080/00221325.2013.799060.
The authors examined the associations between mixed-grade rejection (rejection by peers in a different school grade), anxious-withdrawal, aggression, and psychological adjustment in a middle school setting. Participants were 181 seventh-grade and 180 eighth-grade students (M age = 13.20 years, SD = 0.68 years) who completed peer nomination and self-report measures in their classes. Analyses indicated that in general, same- and mixed-grade rejection were related to overt and relational aggression, but neither type was related to anxious-withdrawal. Mixed-grade rejection was associated uniquely and negatively with self-esteem for seventh-grade boys, while increasing the loneliness associated with anxious-withdrawal. The results suggest that school-wide models of peer relations may be promising for understanding the ways in which different peer contexts contribute to adjustment in middle school settings.
作者们研究了中学环境中混合年级排斥（被不同学校年级的同龄人排斥）、焦虑退缩、攻击行为和心理调适之间的关联。参与者为181名七年级学生和180名八年级学生（平均年龄 = 13.20岁，标准差 = 0.68岁），他们在各自班级中完成了同伴提名和自我报告测量。分析表明，总体而言，同年级和混合年级排斥都与公开攻击和关系攻击有关，但两种类型的排斥均与焦虑退缩无关。混合年级排斥与七年级男生的自尊呈独特的负相关，同时增加了与焦虑退缩相关的孤独感。结果表明，全校范围的同伴关系模型可能有助于理解不同同伴环境对中学环境中调适的影响方式。
