Social expectancies and self-perceptions in anxiety-disordered children
Social expectancies and self-perceptions in anxiety-disordered children
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DOI：
10.1016/s0887-6185(97)00015-7
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发表时间：
1997-07-01
影响因子：
10.3
通讯作者：
Kendall, PC
中科院分区：
文献类型：
--
作者：
Chansky, TE;Kendall, PC
通过比较47名焦虑障碍儿童和31名非焦虑障碍儿童在社会期望、社交焦虑和自我感觉的社会能力方面的关系，研究了焦虑和负面社会期望之间的联系。参与者被接触到南部邦联儿童玩游戏的录像带，被告知孩子们就在隔壁，预期会加入游戏，社会期望通过思想清单和问卷进行评估。在实验之前完成了父母、教师和孩子的社交能力测量，结果表明，焦虑障碍儿童报告的负面社会期望明显多于对照组，社交自我能力较低，社交焦虑水平较高。家长和老师都认为焦虑症儿童的社交失调程度明显高于对照组。社交焦虑是预测社交期望值的最好指标。鉴于健康同伴关系的重要性，强调了焦虑症儿童的治疗意义。(C)1997年爱思唯尔科学有限公司。
The link between anxiety and negative social expectancies was examined by comparing 47 anxiety-disordered children with 31 nonanxiety-disordered controls on social expectancies, social anxiety, and self-perceived social competence. Participants were exposed to a videotape of confederate children playing a game, being told the children were next door, In anticipation of joining the play, social expectations were assessed via thought-listing and a questionnaire. Parent, teacher, and child measures of sociability were completed prior to the experimental session, Results indicated that anxiety-disordered children reported significantly more negative social expectations, lower social self-competence, and higher levels of social anxiety than controls. Parents and teachers each rated the anxiety-disordered children as significantly more socially maladjusted than controls. Social anxiety was the best predictor of social expectancies. Given the importance of healthy peer relations, treatment implications for anxiety-disordered children are highlighted. (C) 1997 Elsevier Science Ltd.