The role of classroom norms in contextualizing the relations of children's social behaviors to peer acceptance
The role of classroom norms in contextualizing the relations of children's social behaviors to peer acceptance
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DOI：
10.1037/0012-1649.40.5.691
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发表时间：
2004-09-01
影响因子：
4
通讯作者：
Chang, L
中科院分区：
文献类型：
--
作者：
Chang, L
本研究引入了一个社会情境模型，在这个模型中，同伴对亲社会领导、攻击和社会退缩的接受程度作为这些行为的情境规范的功能进行了研究。该模型的主要假设是，一种行为渗透到社会环境的程度有助于同伴接受这种行为。通过对来自82个班级的4650名中国中学生的样本进行测试，提出了关于课堂和性别作为不同社会背景的具体假设，并支持了这些假设。讨论强调了对反映个体差异和环境变化的同伴关系的替代概念的理论和方法上的需要。
This study introduces a social context model within which peer acceptances of prosocial-leadership, aggression, and social withdrawal were examined as functions of the contextual norms of these behaviors. The major postulate of the model is that the extent to which a behavior permeates a social context facilitates peer acceptance of the behavior. Specific hypotheses with respect to classroom and gender as different social contexts were formulated and supported when tested in a sample of 4,650 Chinese middle school students from 82 classes. The discussion emphagizes the theoretical as well as the methodological need for alternative conceptualizations of peer relations that reflect both individual differences and contextual variations.