King's University College at Western University.
Western University.
Child Dev. 2018 Jan;89(1):248-263. doi: 10.1111/cdev.12722. Epub 2017 Jan 20.
Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited-resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct.
同伴群体互动风格被视为同伴群体学校不当行为与群体成员学校不当行为之间关系的调节因素。参与者为 148 个同伴群体中的 705 名学生（M = 11.59 岁，SD = 1.37）。孩子们在秋季和春季报告他们的学校不当行为。在冬季，小组成员在一个有限资源任务和一个小组对话任务中进行了观察，并对负面和积极的小组互动风格进行了评估。多层次建模表明，当群体的负面互动风格较高或积极互动风格较低时，成员较多的群体在学校不当行为方面的预测更大。研究结果表明，负面的笑声和强制性的互动风格可能会加剧群体对儿童不当行为的影响。
