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幼儿园侵略和受害:对直接社会环境的短期纵向分析
Raúl Navarro1, Elisa Larrañaga1, Santiago Yubero1
1Department of Psychology, University of Castilla-La Mancha, Cuenca, Spain.
Psychology research and behavior management
|March 4, 2024
概括
这项研究检查了学龄前的侵略性,发现个人因素比社会环境更强烈地与同龄人的侵略性和受害性有关. 社区凝聚力意外增加了受害风险,突出了幼儿时期的复杂社会动态.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 社会生态学 社会生态学
背景情况:
- 幼儿园的侵略性是一个重大问题,需要超越个人因素进行检查.
- 布朗芬布伦纳的生态系统理论为理解对儿童行为的影响提供了一个框架.
- 以前的研究往往侧重于个人或直接的环境因素,需要采取全面的方法.
研究的目的:
- 探索个体特征,直接的社会环境和学龄前侵略 (侵略者/受害者提名) 之间的联系.
- 对家庭,同龄人,教师-儿童和社区因素进行纵向的多信息者检查,以了解与学龄前侵略有关的因素.
- 为了研究社会人口统计学,个人,家庭和学校因素对儿童侵略性随着时间的推移的相互作用.
主要方法:
- 纵向研究采用四个月间隔的两个时间点收集的数据.
- 包括3-6岁的394名儿童,数据来自照顾者,教师和同行提名.
- 利用了社会人口统计,情绪调节,家庭运作和社区关系的问卷;教师对儿童亲密度的评分;以及儿童同行提名.
主要成果:
- 后勤回归模型表明,与微系统因素相比,同行攻击/受害和个人因素之间的联系更强烈.
- 令人惊的是,社区凝聚力与儿童被列为受害者的可能性增加有关.
- 这些发现挑战了积极的育儿和社区凝聚力普遍导致孩子的积极结果的假设.
结论:
- 学龄前儿童的微观系统中的因素显著影响了侵略性行为和受害.
- 早期识别侵略/受害的迹象和量身定制的社会情感技能计划至关重要.
- 干预措施应应对父母压力,父母间冲突和社区支持网络,以促进更健康的社会动态.
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