Martin Roy P, Lease Audra Michele
Department of Educational Psychology, University of Georgia, Athens, GA, United States.
Front Psychol. 2022 Oct 21;13:923469. doi: 10.3389/fpsyg.2022.923469. eCollection 2022.
For children in middle childhood, the social world, particularly the behavior and attitudes of their school peers, has been shown to be an important factor in their educational and mental health outcomes. In the school environment, some children seem to influence the attitudes and behavior of their peers more than others. The behavior patterns of children, as reflected in temperamental traits, have been shown to drive peer perception in important ways and might play a role in identifying the individuals and social processes that operate in peer influence. It seems likely that temperamental traits will have different effects on school peers, dependent on characteristics of the school attended. Fourth and fifth grade children from four rural counties in the southeastern portion of the United States were studied. Temperamental characteristics were assessed based on teacher perception of six characteristics. Peer perceptions of the extent to which each child was perceived to influence others in five areas of school culture (e.g., academics, sports) was measured through a peer nomination procedure. Additional status-related perceptions and behaviors of participating children were also assessed by peer nominations. Teacher ratings of temperamental behaviors were submitted to latent profile analyses resulting in a seven-cluster model. Results indicated temperamental profiles were significantly and meaningfully associated with peer perceptions of influence as well as social status. Further, demographic differences between two groups of schools were found to moderate the effects that temperament profile had on peer influence.
对于童年中期的儿童来说，社会环境，尤其是学校同伴的行为和态度，已被证明是影响他们教育和心理健康结果的一个重要因素。在学校环境中，一些孩子似乎比其他孩子更能影响同伴的态度和行为。儿童的行为模式，如气质特征所反映的那样，已被证明在重要方面影响着同伴认知，并且可能在识别同伴影响中起作用的个体和社会过程中发挥作用。气质特征可能会因所就读学校的特点而对学校同伴产生不同的影响。对美国东南部四个农村县的四年级和五年级学生进行了研究。基于教师对六种特征的认知来评估气质特征。通过同伴提名程序测量了同伴对每个孩子在学校文化的五个领域（如学术、体育）中影响他人程度的认知。参与研究的儿童的其他与地位相关的认知和行为也通过同伴提名进行了评估。对气质行为的教师评分进行了潜在类别分析，得出了一个七类模型。结果表明，气质特征与同伴对影响力的认知以及社会地位显著且有意义地相关。此外，发现两组学校之间的人口统计学差异会调节气质特征对同伴影响的作用。
