Faculty of Education, Centre for Research on Play in Education, Development and Learning, University of Cambridge, UK.
Centre for Family Research, University of Cambridge, UK.
Br J Dev Psychol. 2021 Mar;39(1):153-168. doi: 10.1111/bjdp.12352. Epub 2020 Oct 5.
This study investigates the association between children's peer-reported expression of anger and their pretend play with aggressive/negative themes observed during spontaneous play with classmates. Participants comprised 104 Chinese children (M = 8.98 years, SD = 0.97, 49% girls) and were filmed playing in peer dyads with toys. Aggressive and non-aggressive negative pretend themes were coded at five-second intervals for 10 minutes. Children's expression of anger in real situations was reported by peers. Analysis using actor-partner interdependence modelling (APIM) revealed significant partner effects, indicating that children were more likely to engage in pretend play with aggressive themes when they were playing with a partner who was perceived by their peers as more easily angered. It was also found that boys were more likely to engage in pretend play with both aggressive and non-aggressive negative themes compared with girls.
本研究调查了儿童同伴报告的愤怒表达与他们在与同学自发玩耍时观察到的具有攻击性/消极主题的假装游戏之间的关系。参与者包括 104 名中国儿童（M=8.98 岁，SD=0.97，49%为女孩），他们被拍摄到与玩具进行同伴二人组玩耍。在 10 分钟内，以五秒为间隔对具有攻击性和非攻击性消极假装主题进行编码。同伴报告了儿童在真实情况下的愤怒表达。使用演员-伙伴相互依存模型（APIM）进行的分析显示出显著的伙伴效应，表明当儿童与被同伴认为更容易生气的伙伴一起玩耍时，他们更有可能参与具有攻击性主题的假装游戏。还发现，与女孩相比，男孩更有可能参与具有攻击性和非攻击性消极主题的假装游戏。
