Ostracism in childhood and adolescence: Emotional, cognitive, and behavioral effects of social exclusion
Ostracism in childhood and adolescence: Emotional, cognitive, and behavioral effects of social exclusion
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DOI：
10.1080/15534510.2012.706233
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发表时间：
2013-08
期刊：
影响因子：
1.7
通讯作者：
Ralf Wölfer;H. Scheithauer
中科院分区：
文献类型：
--
作者：
Ralf Wölfer;H. Scheithauer
利用发展，动机和人格的理论，我们研究了儿童和青少年的情感和认知感知，并解释了他们的行为反应，排斥在两个实验研究。在第一项研究中，93名四年级和八年级的学生（49名女孩）要么被社会包括，要么被排除在一个虚拟的投球游戏（网络球）中。结果表明，排斥会导致负面情绪和社会事件的选择性记忆，同样的儿童和青少年，这验证了网络球的有用性超越自我报告。在研究二中，97名四年级至九年级学生（43名女孩）的行为反应，以前诱导排斥事件内修改的范例（cyberball-R）。多项逻辑回归表明，参与者表现出亲社会，回避和反社会的反应之间的心理差异遵循预期的模式，这提供了初步的证据，有关主持人，防止儿童和青少年接受进一步的侵略。
Drawing on theories of development, motivation, and personality we examined children's and adolescents’ emotional and cognitive perception of, and explained their behavioral reactions to, ostracism in two experimental studies. In Study one, 93 fourth- and eighth-graders (49 girls) were either socially included or excluded within a virtual ball-tossing game (cyberball). Results demonstrated that ostracism causes negative emotions and a selective memory for social events, similarly for children and adolescents, which verifies the usefulness of cyberball beyond self-reports. In Study two, 97 fourth- to ninth-graders (43 girls) behaviorally reacted to the previously induced ostracism episode within a modified paradigm (cyberball-R). Multinomial logistic regression demonstrated that psychosocial differences between participants displaying prosocial, avoidant, and antisocial reactions followed the expected pattern, which provides initial evidence concerning moderators that prevent children and adolescents from receiving further aggression.