Erwin P G
Department of Psychology and Speech Pathology, Manchester Metropolitan University, England.
J Psychol. 1994 May;128(3):299-306. doi: 10.1080/00223980.1994.9712732.
This study examined social problem-solving ability and peer social behavior in popular and unpopular 5-6-year-old children. The 4 most popular and 4 least popular individuals in a school class of 26 children were identified. Responses to a series of four social dilemmas were obtained, and the children were videotaped during free class activities. Popular children gave significantly more effective (p < .01) and relationship oriented (p < .05) strategies for resolving social dilemmas than unpopular children, and they were involved in more peer interactions (p < .05), were more positively reinforcing (p < .01), and showed more positive activity when alone (p < .01).
本研究考察了受欢迎和不受欢迎的5至6岁儿童的社会问题解决能力及同伴社交行为。在一个26名儿童的班级中，确定了4名最受欢迎和4名最不受欢迎的个体。获取了他们对一系列四个社会困境的反应，并在自由课堂活动期间对孩子们进行录像。与不受欢迎的儿童相比，受欢迎的儿童在解决社会困境时给出的策略显著更有效（p < .01）且更注重人际关系（p < .05），他们参与的同伴互动更多（p < .05），更积极给予强化（p < .01），并且独自时表现出更多积极活动（p < .01）。
