LONELINESS AND PEER RELATIONS IN YOUNG-CHILDREN
LONELINESS AND PEER RELATIONS IN YOUNG-CHILDREN
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DOI：
10.1111/j.1467-8624.1992.tb01632.x
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发表时间：
1992-04-01
影响因子：
4.6
通讯作者：
ASHER, SR
中科院分区：
文献类型：
--
作者：
CASSIDY, J;ASHER, SR
最近的研究表明，孤独感和社会不满感可以通过三年级到六年级的儿童进行可靠的评估，被同龄人拒绝的儿童比其他儿童更孤独。 本研究的目的是：（a）检查是否孤独可以可靠地评估在人口比以前研究的年轻，（B）了解是否幼儿谁是不被同龄人接受报告孤独和社会不满的水平升高，（c）评估幼儿是否理解孤独的概念，（d）检查孤独的幼儿的行为特征。 幼儿园和一年级的儿童（N = 440）回答了一份问卷调查的孤独感和社会不满的学校。 一个子集的儿童（N = 46）进行了单独采访，以评估他们的理解孤独。 为了评估社会地位和行为，同龄人被要求对各种社会测量和行为评估项目作出反应。 教师们还提供了有关儿童使用新开发的工具的行为信息。 结果表明，几乎所有的孩子都理解孤独，孤独感在幼儿中得到可靠的评估，而接受度差的孩子比其他孩子更孤独。 此外，报告最孤独的儿童在几个行为维度上与其他儿童不同。
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third-through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed in a population younger than previously studied, (b) to learn whether young children who are poorly accepted by peers report elevated levels of loneliness and social dissatisfaction, (c) to assess whether young children understand the concept of loneliness, and (d) to examine the behavorial characteristics of lonely young children. Kindergarten and first-grade children (N = 440) responded to a questionnaire about feelings of loneliness and social dissatisfaction in school. A subset of children (N = 46) were individually interviewed to assess their understanding of loneliness. To assess sociometric status and behavior, peers were asked to respond to various sociometric measures and behavioral assessment items. Teachers also provided behavioral information about children using a newly developed instrument. Results indicated that nearly all children understood loneliness, that loneliness was reliably assessed in young children, and that poorly accepted children were more lonely than other children. In addition, children who reported the most loneliness were found to differ from others on several behavioral dimensions.