成为受欢迎和被喜欢的人:目标,行为和规范突出
Martin H Jones1, Tanja Špes2, Yu-Yu Hsiao3
1University College Cork, Cork, Ireland. mjones@ucc.ie.
Journal of youth and adolescence
|December 28, 2024
概括
青年的社会地位与人气和可喜的目标,欺凌和亲社会行为有关. 课堂规范影响这些联系,影响行为如何与社会地位保持一致.
科学领域:
- 社会心理学 社会心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 青少年的社会地位,包括人气和可爱性,受到各种行为和目标的影响.
- 社会地位目标,欺凌,亲社会行为和课堂规范之间的相互作用仍然不完全理解.
研究的目的:
- 实证地分析社会地位目标,欺凌和亲社会行为以及早期青少年社会地位的课堂规范之间的并发关系.
- 研究课堂规范如何调节行为与社会地位之间的关联.
主要方法:
- 一个具有全国代表性的样本由6,421名斯洛文尼亚早期青少年 (平均年龄13岁) 参与.
- 横截面分析检查了社会地位目标,欺凌,亲社会行为,课堂规范和社会地位 (人气和可喜) 之间的关系.
主要成果:
- 人气目标与欺凌相关,欺凌行为与人气相关.
- 可爱性目标与亲社会行为相关,而亲社会行为又与人气和可爱性有关.
- 课堂规范发挥了复杂的作用:欺凌在低欺凌环境中增加了人气,而亲社会行为在高亲社会环境中增加了可爱性.
结论:
- 社会地位目标,欺凌/亲社会行为和社会地位之间存在着明确的关系.
- 课堂规范似乎将欺凌和亲社会行为与社会地位的对齐区分开来,这表明了取决于背景的效应.
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