Schneider M J, Leitenberg H
Department of Psychology, University of Vermont, Burlington 05405.
J Abnorm Child Psychol. 1989 Apr;17(2):133-44. doi: 10.1007/BF00913789.
Aggressive children, withdrawn children, combined aggressive and withdrawn children, and children displaying neither aggressive nor withdrawn behavior were compared on three self-appraisal measures: (a) self-esteem, (b) attributions to ability and lack of ability following success and failure, and (c) optimism and pessimism about one's long-term personal future. From an initial sample of 583 elementary school children, independent and extreme groups were identified by combined ratings of teachers and classmates. Solely aggressive children had higher self-esteem than either solely withdrawn children or children who were both aggressive and withdrawn. The control group of children who were neither aggressive nor withdrawn had the highest self-esteem of all. The control group also attributed success to ability more than the two groups of children with high withdrawal scores but did not differ from the solely aggressive children. There were no significant differences among the groups in attributions to lack of ability following failure or in optimism or pessimism.
研究人员在三种自我评估指标上对攻击型儿童、退缩型儿童、兼具攻击和退缩行为的儿童以及既无攻击行为也无退缩行为的儿童进行了比较：（a）自尊，（b）成功和失败后对能力和缺乏能力的归因，以及（c）对个人长期未来的乐观和悲观态度。从583名小学生的初始样本中，通过教师和同学的综合评分确定了独立的极端组。单纯攻击型儿童比单纯退缩型儿童或兼具攻击和退缩行为的儿童有更高的自尊。既无攻击行为也无退缩行为的儿童对照组在所有组中自尊最高。对照组在将成功归因于能力方面也比两组退缩得分高的儿童更多，但与单纯攻击型儿童没有差异。在失败后对缺乏能力的归因、乐观或悲观态度方面，各组之间没有显著差异。
