共查询到20条相似文献，搜索用时 234 毫秒
1.
小学生的社会关系主要有三种:亲子关系、师生关系和同伴关系.小学生的亲子依恋、教师接纳、同伴接纳与学业成绩之间存在显著相关,亲子依恋、教师接纳、同伴接纳共同对于小学生的学业成绩有较大的预测作用,但在不同性别、年级水平上又存在明显不同. 相似文献
2.
张连云 《中小学心理健康教育》2008,(18)
孤独感是当前小学生常见的一种消极情绪。影响小学生孤独感的社会因素主要有：亲子依恋、同伴接纳、师生关系、学业成就以及年级、性别等。通过研究分析,以期对小学教育有所启示。 相似文献
3.
目的：研究小学生接纳他人水平与被人接纳水平间的关系。方法：采用同伴等级评定法对小学二、四、六年级共762名儿童进行调查。结果：二者间的相关系数为0.321;儿童的年级和性别对该相关程度存在显著影响（F（2,756）=21.524,,P=0.000;F（1,756）=14.521,P=0.000）,二者交互作用也达到显著（F（2,756）=6.40,p〈0.01）。结论：小学儿童接纳同伴水平与被同伴接纳水平间存在弱相关,且该相关受到性别和年级的影响。 相似文献
4.
本文探讨幼儿同伴接纳与情绪理解的关系及各自发展特点。根据Denham发展的测量程序来考察儿童的表情识别能力,选取69名不同月龄的幼儿对高兴、难过、厌恶和惊讶四种表情照片进行识别。采用被提名法测量幼儿的同伴接纳水平。结果显示幼儿的同伴接纳程度与情绪理解能力无显著性相关。幼儿的同伴接纳水平在月龄上不存在显著差异,而情绪理解能力在月龄上存在显著差异。幼儿的同伴接纳水平在性别上存在显著差异,而情绪理解能力在性别上不存在显著差异。幼儿同伴接纳水平与情绪理解能力关系不密切,需要对情绪理解的结构进一步深化分析来探讨两者关系。 相似文献
5.
徐青 《中国科教创新导刊》2008,(12):82-82
研究对70名16、17岁高中生心理理论与其同伴接纳关系进行考察。结果表明：（1）高中生心理理论达到一定水平且在性别上存在显著差异;（2）高中生心理理论与其同伴接纳类型之间存在显著相关;（3）不同同伴接纳类型的心理理论任务成绩不同。（4）性别和同伴接纳类型可以预测高中生心理理论的发展水平。 相似文献
6.
7.
为了更好地了解ADHD儿童的师生关系、情绪行为问题和同伴接纳的关系,探究同伴接纳在师生关系和情绪行为问题中的中介作用。研究采用师生关系问卷、同伴提名法和长处与困难问卷对130名3—5年级ADHD儿童进行问卷调查。研究发现:ADHD儿童的情绪行为问题、同伴接纳、师生关系两两之间存在显著相关;同伴接纳在师生关系和情绪行为问题之间起部分中介作用。 相似文献
8.
中学生友谊、友谊质量与同伴接纳的关系 总被引：19，自引：0，他引：19
７５４名中学生参加了本研究。结果表明：友谊与同伴接纳水平既有联系也有区别。一些低接纳的被试至少有一个最好朋友,而一些高接纳的被试却没有一个最好朋友。然而低接纳者在友谊质量的大多数维度上都明显低于其他被试。有无朋友、友谊质量和同伴接纳对孤独感的不同维度具有一定的预测作用。这一结论与Ｐａｒｋｅｒ和Ａｓｈｅｒ对美国小学生的有关研究结论基本一致。所编制的孤独感问卷和修订的友谊质量问卷具有较好的信度和效度指标。 相似文献
9.
10.
为明确亲子依恋对寄宿制小学生主观幸福感的作用机制,构建了一个有调节的中介模型,重点考察了同伴关系的中介作用及师生关系的调节作用。以1810名寄宿制小学生为被试,采用问卷法对亲子依恋、同伴关系、师生关系及主观幸福感进行调查。结果显示:(1)在控制性别、年龄和年级后,亲子依恋对主观幸福感具有显著的正向预测作用;(2)同伴关系能够在亲子依恋与主观幸福感的关系中起中介作用,且这种间接效应会受到师生关系的调节。研究结果为提升寄宿制小学生主观幸福感提供了参考建议和干预指导。 相似文献
11.
Teacher‐child relationships and peer relationships are important predictors of children's loneliness. However, few studies have examined the potential and adverse relationship between teacher power and children's loneliness. Thus, we explicitly explored whether teacher power is related to children's loneliness and examined the potential moderating roles of interpersonal relationships (i.e., teacher‐child relationships and peer relationships) in 888 Chinese children. Moreover, this study measured teacher power with children's figure drawings. The results showed that teacher power was significantly and positively related to children's loneliness, and both teacher‐child relationships and peer relationships moderated the link between the two variables. Specifically, the adverse correlation between teacher power and children's loneliness was not significant among children with high‐quality teacher‐child relationships. Similarly, the negative effect of teacher power on children's loneliness was not found among children with a high level of peer relationships. Therefore, our results confirmed that the adverse relationship between teacher power and children's loneliness, and the protective roles of high quality of teacher‐child relationships and high levels of peer relationships in this relationship. Potential implications and future research directions are discussed. 相似文献
12.
叶晓璐 《浙江工贸职业技术学院学报》2012,(3):60-64
现在,儿童的家庭抚养形式日趋多元化.基于幼儿家庭抚养形式对幼儿的同伴关系与师生关系进行比较,结果表明:幼儿的家庭抚养形式中,父母抚养仍为最主要的抚养形式,隔代抚养次之,共同抚养与其他抚养所占比例较小;幼儿的家庭抚养形式不存在男女性别差异,但存在显著的年级差异;幼儿的同伴接纳与教师接纳不存在抚养形式的差异. 相似文献
13.
Kelly M. Tu Kim D. Gregson Stephen A. Erath Gregory S. Pettit 《Parenting, science and practice》2017,17(3):157-176
Objective. The present study investigated whether longitudinal associations between peer-related parenting behaviors (facilitation of peer interactions, social coaching about peer problems) and peer adjustment were moderated by young adolescents’ peer status. Design. Participants included 123 young adolescents (mean age = 12.03 years; 50% boys; 58.5% European American) at Time 1. At Time 1 (summer before the middle school transition), parents reported on their facilitation of peer interaction opportunities and coaching strategies to a hypothetical peer exclusion situation; teachers reported on youth peer acceptance. At Times 1 and 2 (spring after the middle school transition), youth reported on peer adjustment (friendship quality, loneliness, peer victimization). Results. Peer acceptance (pre-middle school transition) moderated prospective associations between peer-related parenting and peer adjustment, yielding two patterns of associations. Parental facilitation predicted better friendship quality and lower levels of loneliness over time among youth with high peer acceptance, but not among youth with low peer acceptance. In contrast, parental social coaching predicted better friendship quality among youth with low peer acceptance, but lower friendship quality among youth with high peer acceptance. Conclusions. Not all forms of positive peer-related parenting are equally beneficial for all youth. Well-accepted youth may have the social opportunities to take advantage of parental facilitation, whereas low-accepted youth may have greater social needs and benefit from support in the form of social coaching. Implications of these findings are discussed in relation to the literatures on peer-related parenting and peer adjustment. 相似文献
14.
Dagoberto Heredia Jr. Mayra L. Sanchéz Gonzalez Christine M. Rosner Xiao He Lizette Ojeda 《Journal of Latinos & Education》2017,16(4):338-348
This study examined associations of loneliness and relationships (e.g., teacher/student relationships, peer support, and family support) with wellbeing among Latina/o middle school students. A hierarchical regression analysis demonstrated that age and loneliness predicted wellbeing; older students and students with high levels of loneliness reported higher wellbeing. The interaction effect between loneliness and peer support suggested that peer support was related with wellbeing only among students high in loneliness. Similarly, the interaction effect between loneliness and family support suggested that family support was associated with wellbeing only among students high in loneliness. Implications for addressing cultural determinants of wellbeing are provided. 相似文献
15.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
16.
Concerns about the effect of school entrance age have generally focused on academic achievement. The effect of school entrance age on the social acceptance and self-perceptions of kindergarten and 1st-grade students was examined in two studies. In Study 1, the social acceptance and competence of 476 children was assessed in kindergarten and first grade through peer nominations and ratings, teacher ratings, and report card grades. In Study 2, a subgroup of 116 students was interviewed in kindergarten and first grade to assess their perceptions of their school adjustment, loneliness at school, cognitive and physical competence, and peer and maternal acceptance. Few differences were found related to school entrance age. Teachers' ratings and peer nominations generally described initial social problems for the youngest children which were overcome by first grade. There were no differences in self-reported school adjustment, loneliness, perceptions of competence, or acceptance related to school entry age. 相似文献
17.
闫霞 《黑龙江教育学院学报》2011,30(3):98-101
以90名高中生为被试,考察了心理理论能力与同伴接纳的关系.结果表明:随着年龄和年级的升高,高中生的心理理论水平有所提高,但差异不显著;高中生心理理论在性别上存在显著差异;不同同伴接纳类型高中生的心理理论发展水平差异显著;同伴接纳类型不能很好地预测心理理论能力,而心理理论能力总分能显著地预测高中生的社会偏好和社会影响力. 相似文献
18.
This study examined the mediating roles of three types of child aggression in the relation between harsh parenting and Chinese early adolescents’ peer acceptance as well as the moderating role of child gender on this indirect relation. 833 children (mean age = 13.58, 352 girls) with their parents were recruited as participants from two junior high schools in Shandong Province, People’s Republic of China. The results showed that paternal harsh parenting was only associated with boys’ aggressive behaviors and maternal harsh parenting was only associated with boys’ and girls’ verbal aggression. Adolescents’ verbal and relational aggressions were negatively associated with their peer acceptance. Verbal aggression was more strongly and negatively associated with girls’ peer acceptance. The results imply that in the Chinese cultural context, paternal harsh parenting may compromise boys’ peer acceptance through boys’ verbal and relational aggression as mediators, whereas maternal harsh parenting may impair children’s peer acceptance through children’s verbal aggression as a mediator, especially for girls. These results provide a theoretical basis for ameliorating the negative effect of harsh parenting on early adolescents’ peer acceptance by reducing their aggressive behaviors, with different strategies between boys and girls. 相似文献
19.
Teacher feedback behavior is a key determinant of the social referencing processes that influence the social acceptance of pupils. The present longitudinal study explores how teacher feedback on academic performance and social behavior is related to social acceptance during classroom activities and recess in the natural setting of inclusive classrooms. Data come from a study with 32 teachers and their 546 first to third grade pupils in Switzerland. Teacher feedback behavior was videotaped and peer nominations and ratings were used to assess social acceptance. Multilevel regression analyses showed that feedback on incorrect social behavior was negatively correlated with feedback on correct academic performance. Teacher feedback on incorrect social behavior and on correct and incorrect academic performance predicted how pupils were accepted by their peers during classroom activities. However, teacher feedback did not affect social acceptance during recess. The effect of teacher feedback behavior on social acceptance appears to depend on context. Social acceptance during classroom activities is influenced by teacher feedback whereas social acceptance at recess is not. 相似文献
20.
Per Frostad Sip Jan Pijl Per Egil Mjaavatn 《Scandinavian Journal of Educational Research》2013,57(1):110-122
Early school leaving in upper secondary education is a serious problem for both students and society. Several reviews have shown that there is no simple cause of early school leaving, but it seems to relate to demographic variables, social factors, academic achievement, and school factors. In this study, data from 2,045 students aged 16 from upper secondary schools in Norway were analyzed using a hierarchical regression model. Their intention to leave school was the dependent variable. Our analyses found that teacher support and loneliness in the school context were strong predictors of such intension. The effects of peer acceptance and friendship were minimal. 相似文献