Classroom Emotional Climate as a Moderator of Anxious Solitary Children's Longitudinal Risk for Peer Exclusion: A Child x Environment Model
Classroom Emotional Climate as a Moderator of Anxious Solitary Children's Longitudinal Risk for Peer Exclusion: A Child x Environment Model
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DOI：
10.1037/a0024021
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发表时间：
2011-11-01
影响因子：
4
通讯作者：
Faldowski, Richard
中科院分区：
文献类型：
--
作者：
Avant, Tamara Spangler;Gazelle, Heidi;Faldowski, Richard
本研究以三年级至五年级为研究对象，考察了课堂情绪气氛对焦虑孤独儿童同伴排斥风险的调节作用。688名儿童完成了同伴提名的焦虑孤独和同伴排斥在秋季和春季学期的每个年级，并在同一时间点进行课堂情绪气氛的观察。结果显示，焦虑孤独和同伴排斥之间的正相关，在秋季学期的每个年级。然而，在教室与支持与不支持的情绪气候，这种关系表现出不同的变化模式，从秋季到春季学期。在支持性情绪气候的教室里，焦虑孤独水平高与低的儿童在秋季同伴排斥中经历了相对升高，但这在春季消失了，因此，在焦虑孤独水平不同的儿童中，春季同伴排斥水平是相等的。这一结果与儿童x环境模型指导的假设一致。然而，在课堂上与不支持的情绪气候，结果并不符合预期，高焦虑孤独的儿童会经历稳定或增加同伴排斥随着时间的推移。
This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of classroom emotional climate were conducted at the same time points. Results revealed a positive relation between anxious solitude and peer exclusion in the fall semester of each grade. However, in classrooms with supportive versus unsupportive emotional climates, this relation demonstrated a different pattern of change from fall to spring semesters. In classrooms with supportive emotional climates, children with high versus low levels of anxious solitude experienced relative elevation in fall peer exclusion, but this disappeared by the spring, such that spring peer exclusion levels were equalized among children who differed in anxious solitude. This result is consistent with hypotheses guided by the Child x Environment model. However, in classrooms with unsupportive emotional climates, results did not conform to expectations that children with high anxious solitude would experience stable or increased peer exclusion over time.