Audience effects on self-presentation in childhood
Audience effects on self-presentation in childhood
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DOI：
10.1111/1467-9507.00212
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发表时间：
2002-01-01
影响因子：
2
通讯作者：
Banerjee, R
中科院分区：
文献类型：
--
作者：
Banerjee, R
在不同的观众面前控制一个公共形象是社会行为的一个重要因素，但我们对小学生如何发展这种技能知之甚少。在三个实验中，儿童判断适当的自我描述在不同的观众面前进行了检查。在实验1中，74名儿童年龄在6岁和I I被给予对自我描述的陈述，在域的学术技能，身体/运动技能，和人际交往技能。他们被要求决定每对中的哪一个更适合故事人物在熟悉一个不熟悉的同龄人或一个不熟悉的成年人时说，假设所有的自我描述选项都是真的。结果表明，只有在最大的孩子两个观众之间的明显区别。在实验2中，来自相同年龄范围的72名儿童完成了类似的任务，但事先给出了关于观众偏好的具体信息（例如，对于聪明的人和运动型的人）。结果发现，来自不同年龄段的儿童能够根据观众的偏好来调节他们对自我描述的选择。然而，随着年龄的增长，观众分化的程度显著增加。在实验3中，68名来自相同年龄范围的儿童完成了前一个实验的任务，但还提供了与他们一起玩的同学的社会计量提名。正如假设的那样，相关性分析表明，观众分化的变异性与被互惠的提名比例的变异性显著相关。结果进行了讨论，在儿童的社会经验和他们的发展欣赏自我表征的关注之间的理论联系。
Controlling one public image in front of different audiences is an important element of social behaviour, but little is known about the way in which primary school children develop this skill. In three experiments, children judgements about appropriate self-descriptions in front of different audiences were examined. In Experiment 1, 74 children aged between 6 and I I were given pairs of self-descriptive statements in the domains of academic skills, physical/athletic skills, and interpersonal skills. They were asked to decide which one of each pair would be better for a story character to say when getting acquainted with either an unfamiliar peer or an unfamiliar adult, assuming all self-descriptive options were true. Results showed clear differentiation between the two audiences only in the oldest children. In Experiment 2, 72 children from the same age range completed a similar task, but specific information was given in advance about the audiences' preferences (e.g., for clever people vs. sporty people). It was found that children from across the age range were able to regulate their choices of self-descriptions in accordance with the audience preferences. However, the extent of audience differentiation increased significantly with age. In Experiment 3, 68 children from the same age range completed the task from the previous experiment, but additionally provided sociometric nominations of classmates with whom they played. As hypothesised, correlational analysis showed that the variability in audience differentiation was associated significantly with the variability in the proportion of nominations that were reciprocated. Results are discussed in the light of theoretical connections between children social experience and their developing appreciation of self-presentational concerns.