Essler Samuel, Wörle Monika, Moore Chris, Paulus Markus
Developmental Psychology, Ludwig-Maximilians-Universität München, Germany.
Department of Psychology, Dalhousie University, Halifax, Canada.
Br J Dev Psychol. 2020 Mar;38(1):1-14. doi: 10.1111/bjdp.12300. Epub 2019 Sep 26.
Recent research has provided evidence for a substantial impact of children's peer status on positive and adaptive development. The current study investigated how 3- to 7-year-old preschoolers' (N = 118) sharing behaviour and sharing expectations towards a friend and a non-friend relate to their popularity among their peers. Children distributed resources between themselves and a friend as well as themselves and a non-friend and predicted another protagonist's behaviour in the same situation. In addition, teachers rated children's problematic behaviour and peers rated children's peer status. Multilevel analysis revealed that preschoolers' sharing expectations towards their friends but not sharing behaviour predicted their peer status above and beyond the impact of problematic behaviour. Age did not emerge as an independent predictor. These findings suggest that knowledge about prosociality in the form of sharing expectations is an important aspect in children's adaptive social development and stress the relevance of children's knowledge about the social world for their social life. Statement of contribution What is already known on this subject? Prosocial behaviour in general relates positively to peer status. Problem behaviour relates negatively to peer status. Sharing behaviour and sharing expectations become more selective over the preschool years. What does this study add? Sharing expectations and to a lesser extent sharing behaviour relate to peer status. Sharing expectations predict peer status above and beyond the impact of problem behaviour. Differential sharing expectations predict peer status as well as simple sharing expectations.
近期研究已为儿童的同伴地位对积极和适应性发展产生重大影响提供了证据。本研究调查了3至7岁学龄前儿童（N = 118）对朋友和非朋友的分享行为及分享期望如何与他们在同伴中的受欢迎程度相关。儿童在自己与朋友之间以及自己与非朋友之间分配资源，并预测另一个主角在相同情境下的行为。此外，教师对儿童的问题行为进行评分，同伴对儿童的同伴地位进行评分。多层次分析表明，学龄前儿童对朋友的分享期望而非分享行为，在问题行为的影响之外，预测了他们的同伴地位。年龄并未成为一个独立的预测因素。这些发现表明，以分享期望形式存在的亲社会行为知识是儿童适应性社会发展的一个重要方面，并强调了儿童关于社会世界的知识对其社会生活的相关性。贡献声明关于该主题已知的内容有哪些？一般来说，亲社会行为与同伴地位呈正相关。问题行为与同伴地位呈负相关。在学前阶段，分享行为和分享期望变得更具选择性。本研究补充了什么？分享期望以及在较小程度上分享行为与同伴地位相关。分享期望在问题行为的影响之外预测同伴地位。差异化分享期望以及简单分享期望都能预测同伴地位。
