Shin Huiyoung
Department of Psychology, Jeonbuk National University, Jeonju, South Korea.
Front Psychol. 2021 Dec 6;12:767599. doi: 10.3389/fpsyg.2021.767599. eCollection 2021.
The current study examined the additive and interactive effects of early adolescents' social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents' social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders ( = 12.5; = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents' social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents' social goals in conjunction with their perceived relational support for educators and practitioners.
本研究考察了青少年早期的社会成就目标以及他们从教师和同伴那里感受到的关系支持对其社会行为的累加效应和交互效应。在嵌套于26间教室的五年级和六年级学生样本（平均年龄 = 12.5岁；样本量 = 677）中，评估了青少年的社会成就目标（即社会发展、社会示范-进取型和社会示范-回避型）、从教师和同伴那里感受到的关系支持以及社会行为（即公开攻击和关系攻击、亲社会行为以及焦虑孤独行为）。多层模型结果表明，社会目标以及来自教师和同伴的关系支持对青少年的社会行为有累加贡献。结果还表明存在交互效应的证据，即教师的关系支持主要与具有高社会示范-进取型目标的青少年的公开攻击和关系攻击呈负相关。研究结果强调，教育工作者和从业者需要结合青少年感受到的关系支持来考虑他们的社会目标。
