The impact of self and peer perceptual differences on student social behaviour.
The impact of self and peer perceptual differences on student social behaviour.
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自我和同伴知觉差异对学生社会行为的影响。
DOI：
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发表时间：
2011
影响因子：
3.7
通讯作者：
Cole G. Armstrong
中科院分区：
文献类型：
--
作者：
Cole G. Armstrong
背景资料。社会得体行为的培养越来越被视为学生教育的重要组成部分。瞄准。作为正在进行的社会移情干预的一部分，考察学生行为的变化是否可以部分解释为学生对自己行为的自我感知与他们的同龄人对其行为的感知之间的差异。方法。对在校学生(从4年级到6年级的383名学生)进行了一系列亲社会和反社会行为评估。评估是由学生自己进行的，也是通过同学的同龄人提名进行的。计算了知觉差异指数，以确定学生的自我评估与同龄人对其行为的评估之间的差异。结果。等级回归发现，当学生对自己亲社会行为的自我认知与同班同学的认知更接近时，学生的亲社会行为在学年期间增加得更多。同样，学生的反社会行为在学年中下降得更多，因为他们的自我和同伴对他们反社会行为的看法更加一致。很少有个人人口统计数据与这两种行为相关联，总体而言，人们发现行为有很大的稳定性。结论。这项研究强调了在制定干预措施以鼓励社会适当行为时考虑到学生的个人特征的重要性。此外，它还表明，为了实现积极的改变，任何干预都必须让学生对自己的行为产生自信。
BACKGROUND. The development of socially appropriate behaviour is increasingly seen as an important part of a student's education. AIM. To examine whether changes in a student's behaviour, as part of an ongoing social empathy intervention, can in part be explained by the difference between the student's self-perception of their behaviour and their peers-perception of their behaviour. METHOD. A school population (383 students from year levels 4 to 6) was assessed for a range of prosocial and antisocial behaviours. Assessments were made by the students themselves, and by peer nominations of their classmates. A perceptual difference index was calculated to determine the difference between the student's self-assessment and their peers' assessment of their behaviour. RESULTS. Hierarchical regression found that students' prosocial behaviour increased more over the course of the school year when self-perception of their prosocial behaviour more closely matched the perceptions of their class-peers. Similarly, students' antisocial behaviour decreased more over the school year when their self and peer perceptions of their antisocial behaviour were more closely aligned. Very few personal demographics were associated with either type of behaviour, and overall there was found to be a great deal of stability in behaviour. CONCLUSION. This study highlights the importance of taking into account students' personal characteristics when developing interventions to encourage socially appropriate behaviour. Furthermore, it suggests that in order to achieve positive change, any intervention must engage student's self-beliefs regarding their behaviour.
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影响因子：
4
作者：
K. Dodge;G. S. Pettit
通讯作者：
K. Dodge;G. S. Pettit
影响因子：
--
作者：
Kim-Cohen, J;Caspi, A;Poulton, R
通讯作者：
Poulton, R
影响因子：
16.4
作者：
Greenberg, MT;Weissberg, RP;Elias, MJ
通讯作者：
Elias, MJ
影响因子：
7.6
作者：
DODGE, KA;COIE, JD
通讯作者：
COIE, JD
孩子是男人的父亲：从童年到成年的人格连续性。
影响因子：
7.6
作者：
Caspi,A
通讯作者：
Caspi,A