How children's victimization relates to distorted versus sensitive social cognition: Perception, mood, and need fulfillment in response to Cyberball inclusion and exclusion
How children's victimization relates to distorted versus sensitive social cognition: Perception, mood, and need fulfillment in response to Cyberball inclusion and exclusion
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DOI：
10.1016/j.jecp.2016.10.012
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发表时间：
2017-02-01
影响因子：
2.6
通讯作者：
Deutz, Marike H. F.
中科院分区：
文献类型：
--
作者：
Lansu, Tessa A. M.;van Noorden, Tirza H. J.;Deutz, Marike H. F.
本研究通过评估社会排斥的感知和心理健康的后果（情绪和基本需求），研究了受害是否与负面扭曲的社会认知（偏见），或与特定的社会负面线索的敏感性增加有关。564名参与者（M年龄= 9.9岁，SD = 1.04; 49.1%的女孩）的自我报告和同伴报告的受害情况进行了测量，并通过虚拟投球游戏（Cyberball）中的包容与排斥来操纵社会排斥。儿童的看法和心理健康一般更消极后，排除后比纳入。此外，自我报告，而不是同行报告的受害与被排除在外的感觉，并收到球少，以及更多的负面情绪和基本需求的满足较少，无论被排除在外或包括在网络球游戏。与此相反，同伴报告的受害与更多的负面情绪和较低的需要满足的排斥条件。总之，这些结果表明，儿童谁自己表示正在受害有负面扭曲的社会认知，而儿童谁正在受害，根据他们的同龄人的经验增加敏感性，负面的社会情况。研究结果强调了区分自我报告和同伴报告的受害的重要性，并对针对受害儿童的社会认知的干预措施产生影响。(C)2016 Elsevier Inc. All rights reserved.
This study examined whether victimization is associated with negatively distorted social cognition (bias), or with a specific increased sensitivity to social negative cues, by assessing the perception of social exclusion and the consequences for psychological wellbeing (moods and fundamental needs). Both self-reported and peer-reported victimization of 564 participants (M-age = 9.9 years, SD = 1.04; 49.1% girls) were measured, and social exclusion was manipulated through inclusion versus exclusion in a virtual ball tossing game (Cyberball). Children's perceptions and psychological well-being were in general more negative after exclusion than after inclusion. Moreover, self-reported but not peer-reported victimi zation was associated with the perception of being excluded more and receiving the ball less, as well as more negative moods and less fulfillment of fundamental needs, regardless of being excluded or included during the Cyberball game. In contrast, peer-reported victimization was associated with more negative mood and lower need fulfillment in the exclusion condition only. Together, these results suggest that children who themselves indicate being victimized have negatively distorted social cognition, whereas children who are being victimized according to their peers experience increased sensitivity to negative social situations. The results stress the importance of distinguishing between self-reported and peer-reported victimization and have implications for interventions aimed at victimized children's social cognition. (C) 2016 Elsevier Inc. All rights reserved.