青少年早期同伴侵害与学习成绩、问题行为的关系：朋友数量的调节作用
发布时间：2018-08-08 10:42
【摘要】：同伴侵害(peer victimization)是指个体遭受来自同伴攻击的经历,包括个体遭受身体、言语、财物以及人际关系方面的侵害的经历。对青少年早期的个体而言,他们从小学升入初中,其发展的生态环境、生理、认知发生急剧变化,而且面临同伴关系、同伴地位的重组。由于攻击是学校过渡期阶段青少年常使用的人际策略,所以青少年早期也是同伴侵害发生的高危阶段。同伴侵害作为一种典型的消极同伴经历,会对儿童青少年多方面的适应造成影响。既有研究发现同伴侵害会对青少年的学习成绩产生消极影响,遭受同伴侵害的青少年可能在学校参与、学习注意力等方面受到干扰,从而表现出学习成绩不良。另一方面,同伴侵害也会导致青少年产生内化问题行为和外化问题行为,同伴侵害使青少年承受人际压力,容易导致抑郁等情绪问题行为,并对日后攻击行为的增长具有预测作用。然而根据相互作用模型,同伴侵害与其他因素之间可能呈现持续的、动态的相互影响的模式,已有研究也为同伴侵害与学习成绩、问题行为(抑郁和攻击)之间的不同方向的预测作用提供了实证支持。因此本研究采用纵向研究设计,从学业(学习成绩)、情绪(抑郁)和行为(攻击)三方面来探讨它们对同伴侵害的影响,以及同伴侵害对这些因素的影响,并比较同伴侵害与这三个因素之间关系模式所可能存在的差异。有关同伴侵害与学习成绩、抑郁、攻击之间关系的研究大多是基于横断数据,而鲜有研究考察朋友数量在其纵向关系中调节作用。友谊是二元人际关系层面亲密的、互惠的和自愿的关系,是一种彼此互相给予积极感觉的双向结构,在个体的发展过程中的确具有保护功能。朋友数量作为友谊的重要指标,可能在同伴侵害与学习成绩、抑郁、攻击的关系中起到调节作用。鉴于此,本研究在考察同伴侵害与学习成绩、抑郁、攻击之间的纵向关系的基础上,进一步探讨青少年朋友数量的调节作用。本研究以济南市1446名初一学生为被试,进行为期一年的追踪研究。采用问卷调查法对青少年进行测查,以青少年自我报告的Mynard多维同伴侵害量表(MPVS)测量同伴侵害,以及自我报告的Kovacs儿童抑郁量表(CDI)测量抑郁。此外,采用同伴提名的方法测量朋友数量和攻击行为,并收集期末考试成绩作为学习成绩指标。通过数据分析,有以下发现:1.同伴侵害与同一时间点的学习成绩之间呈显著的负相关,与同一时间点的抑郁和攻击之间呈显著的正相关。同伴侵害与第二个时间点的学习成绩之间呈显著的负相关,与抑郁和攻击之间呈显著的正相关;2.在青少年早期,学习成绩、抑郁、攻击能显著预测一年后的同伴侵害,具体而言,学习成绩显著负向预测同伴侵害,攻击、抑郁显著正向预测同伴侵害。但是同伴侵害不能显著预测后一年后的学习成绩、抑郁和攻击;3.将学习成绩、抑郁和攻击置于同一交叉滞后模型,考察它们与同伴侵害的独特关联,结果显示在控制了其他变量的影响后,只有抑郁对同伴侵害的预测具有独特效应;4.朋友数量只在抑郁、攻击影响同伴侵害的方向上具有调节作用。具体地,在朋友数量较少的情况下,抑郁(或攻击)显著预测同伴侵害,而在朋友数量较多的情况下,抑郁(或攻击)对同伴侵害的预测作用不显著。需要注意的是,在同伴侵害影响学习成绩、问题行为这一方向上,朋友数量的调节效应不显著;5.将学习成绩、抑郁、攻击和同伴侵害置于同一调节效应模型,考察朋友数量的调节效应,结果显示朋友数量同样只在问题行为影响同伴侵害的方向上具有调节作用,说明调节效应的检验结果较稳定。
[Abstract]:Peer invasion (peer victimization) refers to the experience of individuals suffering from peer attacks, including individuals suffering from physical, verbal, financial, and interpersonal relationships. For early adolescents, they entered junior high school from primary school to the ecological environment, physiology, and cognition of their development, and faced with peer customs. As a typical negative peer experience, peer aggression, as a typical negative peer experience, will affect the multifaceted adaptation of children and adolescents. Young people have a negative impact on their academic performance. Adolescents who suffer from peer invasion may be disturbed in school participation and study attention, which shows poor academic performance. On the other hand, peer invasion can lead to internalized and externalized behavior, and peer invasion makes adolescents suffer from interpersonal pressure. Stress, which can lead to depression and other emotional behaviors, and predict the growth of future aggressive behavior. However, according to the interaction model, there may be a continuous, dynamic interaction pattern between peer invasion and other factors, and the research is also between peer aggression and academic performance, problem behavior (depression and attack). The predictive effect of different directions provides empirical support. Therefore, this study uses three aspects of longitudinal research design, from academic (academic achievement), emotion (depression) and behavior (attack) to explore their impact on peer invasion, and the influence of peer invasion on these factors, and to compare the relationship patterns between peer aggression and the three factors. Most of the research on the relationship between peer aggression and learning, depression, and attack is mostly based on cross-sectional data, while few studies have studied the moderating role of the number of friends in their longitudinal relationships. Friendship is a close relationship between two yuan and a reciprocal and voluntary relationship, which is a pair of positive feelings for each other. As an important indicator of friendship, the number of friends, as an important indicator of friendship, may play a regulatory role in the relationship between peer invasion and learning performance, depression and attack. To discuss the moderating effect of the number of teenage friends, 1446 primary school students in Ji'nan were tested for a one year follow-up study. A questionnaire was used to conduct a survey of adolescents. The adolescent self reported Mynard multidimensional peer abuse scale (MPVS) was used to measure peer invasion, and the self reported Kovacs children's Depression Scale (C DI) measured depression. In addition, a peer nomination method was used to measure the number of friends and aggressive behavior, and the final score was collected as an indicator of academic performance. Through data analysis, the following findings were found: 1. a significant negative correlation between peer aggression and academic performance at the same time point, marked between depression and attack at the same time point. There was a significant negative correlation between peer aggression and second time points, which had a significant positive correlation with depression and attack. 2. in the early stage of youth, learning performance, depression, and attack could significantly predict peer invasion after one year. In particular, learning scores were significantly negative to predict peer invasion, attack, and depression. Peer invasion was predicted positively, but peer aggression could not significantly predict academic performance, depression and aggression a year later; 3. study performance, depression and attack in the same cross lag model to examine their unique association with peer invasion, and the results showed that only after the control of other variables, only depression was predicted for peer invasion. It has a unique effect; the number of 4. friends is only depressed, and the attack affects the direction of peer invasion. Specifically, in the case of fewer friends, depression (or attack) predicts peer aggression significantly, while in the number of friends, depression (or attack) is not significantly predictive of peer invasion. The moderating effect of the number of friends is not significant in the direction of peer aggression and problem behavior. 5. the learning achievement, depression, attack and peer invasion are placed in the same regulation effect model, and the adjustment effect of the number of friends is examined. The results show that the number of friends is only in the direction of the problem behavior affecting the direction of the peer invasion. The results show that the regulatory effect is stable.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2
本文编号：2171534
[Abstract]:Peer invasion (peer victimization) refers to the experience of individuals suffering from peer attacks, including individuals suffering from physical, verbal, financial, and interpersonal relationships. For early adolescents, they entered junior high school from primary school to the ecological environment, physiology, and cognition of their development, and faced with peer customs. As a typical negative peer experience, peer aggression, as a typical negative peer experience, will affect the multifaceted adaptation of children and adolescents. Young people have a negative impact on their academic performance. Adolescents who suffer from peer invasion may be disturbed in school participation and study attention, which shows poor academic performance. On the other hand, peer invasion can lead to internalized and externalized behavior, and peer invasion makes adolescents suffer from interpersonal pressure. Stress, which can lead to depression and other emotional behaviors, and predict the growth of future aggressive behavior. However, according to the interaction model, there may be a continuous, dynamic interaction pattern between peer invasion and other factors, and the research is also between peer aggression and academic performance, problem behavior (depression and attack). The predictive effect of different directions provides empirical support. Therefore, this study uses three aspects of longitudinal research design, from academic (academic achievement), emotion (depression) and behavior (attack) to explore their impact on peer invasion, and the influence of peer invasion on these factors, and to compare the relationship patterns between peer aggression and the three factors. Most of the research on the relationship between peer aggression and learning, depression, and attack is mostly based on cross-sectional data, while few studies have studied the moderating role of the number of friends in their longitudinal relationships. Friendship is a close relationship between two yuan and a reciprocal and voluntary relationship, which is a pair of positive feelings for each other. As an important indicator of friendship, the number of friends, as an important indicator of friendship, may play a regulatory role in the relationship between peer invasion and learning performance, depression and attack. To discuss the moderating effect of the number of teenage friends, 1446 primary school students in Ji'nan were tested for a one year follow-up study. A questionnaire was used to conduct a survey of adolescents. The adolescent self reported Mynard multidimensional peer abuse scale (MPVS) was used to measure peer invasion, and the self reported Kovacs children's Depression Scale (C DI) measured depression. In addition, a peer nomination method was used to measure the number of friends and aggressive behavior, and the final score was collected as an indicator of academic performance. Through data analysis, the following findings were found: 1. a significant negative correlation between peer aggression and academic performance at the same time point, marked between depression and attack at the same time point. There was a significant negative correlation between peer aggression and second time points, which had a significant positive correlation with depression and attack. 2. in the early stage of youth, learning performance, depression, and attack could significantly predict peer invasion after one year. In particular, learning scores were significantly negative to predict peer invasion, attack, and depression. Peer invasion was predicted positively, but peer aggression could not significantly predict academic performance, depression and aggression a year later; 3. study performance, depression and attack in the same cross lag model to examine their unique association with peer invasion, and the results showed that only after the control of other variables, only depression was predicted for peer invasion. It has a unique effect; the number of 4. friends is only depressed, and the attack affects the direction of peer invasion. Specifically, in the case of fewer friends, depression (or attack) predicts peer aggression significantly, while in the number of friends, depression (or attack) is not significantly predictive of peer invasion. The moderating effect of the number of friends is not significant in the direction of peer aggression and problem behavior. 5. the learning achievement, depression, attack and peer invasion are placed in the same regulation effect model, and the adjustment effect of the number of friends is examined. The results show that the number of friends is only in the direction of the problem behavior affecting the direction of the peer invasion. The results show that the regulatory effect is stable.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2
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