权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Social Aggression and Social Cognition in Peer Conflicts

同伴冲突中的社会攻击和社会认知

基本信息

批准号：
6566883
负责人：
HONGLING XIE
金额：
$ 7.28万
依托单位：
UNIV OF NORTH CAROLINA CHAPEL HILL
依托单位国家：
美国
项目类别：
财政年份：
2003
资助国家：
美国
起止时间：
2003-05-01 至 2005-04-30
项目状态：
已结题

项目摘要

DESCRIPTION (provided by applicant): The primary goal of this study is to clarify the social cognitive elements underlying children's use of social aggression in peer conflicts. Previous research has shown that physically aggressive children differ from non-aggressive children in social cognitive processes and social competence. Less is known about more subtle forms of social aggression (e.g., gossiping, social exclusion). Recent studies have shown that social aggression, unlike physical aggression, is more likely to be used by girls and is often mediated by peers. Children who use social aggression tend to be central members of peer networks, and they are often judged to be socially intelligent (Kaukiainen et al., 1999; Xie et al., 2002). This study will continue and expand this line of research by examining the relations between (a) children's use of social aggression and (b) the accuracy of social perceptions of peer networks and the degree of emotional understanding (i.e., reports of children's own and their peers' emotions during the conflict). Other types of aggression (e.g., physical and verbal) will also be included. Further, we plan to identify subgroups of aggressive children who differ in peer experiences (e.g., aggressive-popular and aggressive-unpopular). A corollary aim of this study is to determine potential differences between inner-city youth and rural-suburban youth. We plan to utilize data collected in two distinct samples: One involves youth from rural and suburban areas in the Carolina Longitudinal Study, and the other involves youth from high-risk inner-city neighborhoods in the Urban 2000 study. Similar protocols were used in both studies for individual interviews. Narrative reports of conflicts with peers, perceived emotions of the self and others involved in a conflict, and nominations of peer groups will be analyzed for data collected from the first two years of the longitudinal studies. The rural-suburban sample includes 220 children (116 girls and 104 boys) from grade 4 and 475 adolescents (248 girls and 227 boys) from grade 7. About 25% of them are African-American. The inner-city sample includes 147 4th graders (77 girls and 70 boys) and 256 7th-graders (156 girls and 100 boys). Over 99% of this sample is African-American. High levels of retention from year 1 to year 2 were obtained: .95 for the rural-suburban sample and .88 for the inner-city sample. Both variable-oriented analysis and person-oriented analysis (configuration analysis) will be conducted.

描述（由申请人提供）：本研究的主要目的是阐明儿童在同伴冲突中使用社会攻击的社会认知因素。先前的研究表明，身体攻击性儿童与非攻击性儿童在社会认知过程和社会能力方面存在差异。对更微妙的社会攻击形式（例如，八卦，社会排斥）知之甚少。最近的研究表明，与身体攻击不同，社交攻击更有可能由女孩使用，并且通常由同龄人调节。使用社会攻击的儿童往往是同伴网络的核心成员，他们通常被认为具有社会智能（Kaukiainen et al., 1999; Xie et al., 2002）。本研究将通过检查(a)儿童使用社会攻击和(b)同伴网络的社会感知的准确性和情绪理解程度（即儿童在冲突期间自己和同伴的情绪报告）之间的关系来继续和扩展这条研究线。其他类型的攻击（例如，身体和语言）也将包括在内。此外，我们计划确定在同伴经历中不同的攻击性儿童的亚组（例如，攻击性-受欢迎和攻击性-不受欢迎）。本研究的一个必然目的是确定内城青年和农村-郊区青年之间的潜在差异。我们计划利用从两个不同的样本中收集的数据：一个是卡罗莱纳纵向研究中来自农村和郊区的年轻人，另一个是城市2000研究中来自高风险城市社区的年轻人。两项研究都采用了类似的个人访谈方案。对与同伴冲突的叙述性报告、对卷入冲突的自我和他人的感知情绪，以及同伴群体的提名，将根据纵向研究头两年收集的数据进行分析。农村和郊区的样本包括220名四年级儿童（116名女孩和104名男孩）和475名七年级青少年（248名女孩和227名男孩）。其中大约25%是非裔美国人。市中心的样本包括147名四年级学生（77名女生和70名男生）和256名七年级学生（156名女生和100名男生）。超过99%的样本是非裔美国人。第1年至第2年的保留率很高：农村和郊区的样本是95。市中心的样本是88。以变量为导向的分析和以人为导向的分析（配置分析）都将进行。