Classroom Social Status, Ethnicity, and Ratings of Stressful Events.
Classroom Social Status, Ethnicity, and Ratings of Stressful Events.
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课堂社会地位、种族和压力事件的评级。
DOI：
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
D. Byrnes
中科院分区：
文献类型：
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作者：
Kaoru Yamamoto;D. Byrnes
摘要本研究以273名四至六年级学童为对象，探讨其族群归属与班级社会地位与压力体验的相关性。其中，61.2%是西班牙裔，32.2%是盎格鲁裔。高、低社会地位组分别由11个教室中获得最多和最少友谊提名的学生组成（每组每个教室有两名女孩和两名男孩），中间地位组有185名学生。他们对20个生活事件的总体评分与另一组367名美国儿童的早期结果相关0.97，而没有观察到性别或年级的明显差异。西班牙裔儿童对20个事件中的13个事件的压力比盎格鲁裔儿童更大，尽管两个种族之间的量表值相关性为0.93。盎格鲁人的孩子们似乎觉得作为学生更成功，尽管代价是更焦虑。社会地位组之间的量表值相关为：高-中等，...
AbstractEthnic membership and classroom social status were examined in relation to the ratings of stressful experiences among 273 children in fourth through sixth grades. Of these, 61.2% were Hispanic, and 32.2% Anglo. The high and low social status groups consisted of those who received the greatest and fewest numbers, respectively, of friendship nominations within each of the 11 classrooms (two girls and two bojs per room per group), leaving 185 children in the middle status group. Their overall ratings of 20 life events correlated .97 with earlier results from another group of 367 American children, while no conspicuous variations were observed by sex or grade. The Hispanic children rated 13 of the 20 events more stressful than the Anglo children, even though the scale values correlated .93 between the two ethnic groups. The Anglo children seemed to feel more successful as students, though at the cost of being more anxious. The scale value correlations among the social status groups were: high- middle,...