HAVING FRIENDS, KEEPING FRIENDS, MAKING FRIENDS, AND BEING LIKED BY PEERS IN THE CLASSROOM - PREDICTORS OF CHILDRENS EARLY SCHOOL ADJUSTMENT
HAVING FRIENDS, KEEPING FRIENDS, MAKING FRIENDS, AND BEING LIKED BY PEERS IN THE CLASSROOM - PREDICTORS OF CHILDRENS EARLY SCHOOL ADJUSTMENT
复制标题
DOI：
10.2307/1130877
复制
发表时间：
1990-08-01
影响因子：
4.6
通讯作者：
LADD, GW
中科院分区：
文献类型：
--
作者：
LADD, GW
在幼儿园的前两个月和学年剩余时间里，我们对儿童的课堂同伴关系在学校适应中发挥的潜在作用进行了调查。我们在 3 个场合获取了 125 名儿童课堂同伴关系的测量结果：入学时、开学 2 个月后和学年结束时。在第二次和第三次评估中获得了学校适应的指标，包括儿童的学校认知、焦虑、回避和表现。在控制心理年龄、性别和学前经历后，儿童课堂同伴关系的测量被用来预测以后的学校适应。结果表明，入学时拥有较多课堂朋友的孩子在第二个月时对学校的看法更加良好，而那些保持这些关系的孩子随着时间的推移也越来越喜欢学校。在课堂上结交新朋友与学校成绩的提高有关，而早期的同伴拒绝预示着学校的看法较差，逃避学校的程度较高，并且整个学年的成绩水平较低。
The potential role that children''s classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children''s classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children''s school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occassions. After controlling mental age, sex, and preschool experience, measures of children''s classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perception by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.