The development of display rule knowledge: linkages with family expressiveness and social competence.
The development of display rule knowledge: linkages with family expressiveness and social competence.
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展示规则知识的发展：与家庭表达能力和社会能力的联系。
DOI：
10.1111/j.1467-8624.1998.tb06168.x
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发表时间：
1998
影响因子：
4.6
通讯作者：
Amanda J Cumberland
中科院分区：
文献类型：
--
作者：
Diane Carlson Jones;Belynda Bowling Abbey;Amanda J Cumberland
研究了小学生展示规则知识的发展及其与家庭表达能力（研究1）和同伴能力（研究2）的关系。研究1采用验证的假设情景对121名幼儿园和三年级儿童的展示规则知识进行了评估。表现规则知识的年级差异显著，三年级学生比幼儿园学生更频繁地将表现规则与亲社会推理、规范维护和自我保护动机结合起来。母亲的家庭情绪气候报告表明，消极表达方面与自我保护表现规则呈正相关，与亲社会表现规则负相关。研究2包括93名三年级和五年级学生，他们报告了他们的表现规则知识以及他们的情绪反应和解决同伴冲突的策略。同学和老师给他们的社交能力打分。显示规则知识的年龄差异没有记录，但亲社会显示规则与假设同伴冲突反应和社会能力的关系最为一致。研究结果证实，展示规则知识以一致和系统的方式与儿童在家庭情感环境中学习的内容，他们如何提出解决同伴冲突，以及他们如何被同伴和老师感知相关。
The development of display rule knowledge and its associations with family expressiveness (Study 1) and peer competence (Study 2) were investigated among elementary school children. In Study 1, the display rule knowledge of 121 kindergartners and third graders was assessed using validated hypothetical scenarios. There were significant grade differences in display rule knowledge such that third graders compared to kindergartners more frequently combined expression regulation with prosocial reasoning, norm-maintenance, and self-protective motives. Maternal reports of family emotional climates indicated that aspects of negative expressiveness were related positively to self-protective display rules and negatively to prosocial display rules. Study 2 included 93 third and fifth graders who reported on their display rule knowledge and on their emotional reactions and strategies to resolve peer conflict. Classmates and teachers provided ratings on social competence. Age differences for display rule knowledge were not documented, but prosocial display rules were most consistently related to hypothetical peer conflict responses and social competence. The findings confirm that display rule knowledge is related in consistent and systematic ways to what children learn within the family emotional context, how they propose to resolve peer conflict, and how they are perceived by peers and teachers.
展示学龄儿童愤怒和攻击性的规则。
影响因子：
4.6
作者：
Underwood,MK;Coie,JD;Herbsman,CR
通讯作者：
Herbsman,CR