Boivin M, Hymel S
Ecole de Psychologie, Université Laval, Ste-Foy, Québec, Canada.
Dev Psychol. 1997 Jan;33(1):135-45. doi: 10.1037//0012-1649.33.1.135.
This study evaluated a social process model describing how aggression and withdrawal lead to negative social self-perceptions. The model posited both direct (i.e., cognitions associated with withdrawal) and indirect (i.e., mediations of negative peer status and peer experiences) influences. Eight- to 10-year-old children (n = 793) completed peer assessment measures of aggression, withdrawal, peer status, victimization and affiliations, and self-reports of loneliness, perceived acceptance, and perceived behavior-conduct. As expected, the model was supported for social self-perceptions but not for perceived behavior-conduct. Withdrawn behavior uniquely predicted social self-perceptions. Both negative peer status and peer victimization successively mediated the impact of social behavior on loneliness and perceived acceptance. Classroom affiliations did not mediate social self-perceptions.
本研究评估了一个社会过程模型，该模型描述了攻击行为和退缩行为如何导致负面的社会自我认知。该模型假定了直接影响（即与退缩相关的认知）和间接影响（即负面同伴地位和同伴经历的中介作用）。8至10岁的儿童（n = 793）完成了关于攻击行为、退缩行为、同伴地位、受欺负情况和同伴关系的同伴评估测量，以及关于孤独感、感知到的接纳程度和感知到的行为表现的自我报告。正如预期的那样，该模型得到了社会自我认知方面的支持，但在感知到的行为表现方面未得到支持。退缩行为独特地预测了社会自我认知。负面同伴地位和同伴受欺负情况相继中介了社会行为对孤独感和感知到的接纳程度的影响。课堂同伴关系并未中介社会自我认知。
