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幼儿的敌对认知和对排斥者的积极反应
Nozomi Yamamoto1, Yusuke Moriguchi1
1Kyoto University, Japan.
Journal of interpersonal violence
|May 8, 2025
概括
社会排斥导致学龄前儿童对排斥他们的同龄人变得更加敌意和积极. 即使考虑照顾者自我构建时,这种效应仍然存在,突出了幼儿的发育模式.
科学领域:
- 发展心理学 发展心理学
- 社会心理学 社会心理学
- 幼儿教育 儿童早期教育
背景情况:
- 众所周知,社会排斥会增加敌意认知和攻击性.
- 在儿童早期,社会排斥的直接因果关系和自我构建关系仍然不清楚.
- 了解这些影响在学龄前儿童对于发展洞察至关重要.
研究的目的:
- 实验性地研究社会排斥对日本学龄前儿童敌对认知和侵略的影响.
- 检查照顾者的独立自我在儿童对社会排斥的反应中的作用.
- 探索敌对认知在排斥和侵略之间的关系中的调解作用.
主要方法:
- 在5-6岁的日本学龄前儿童 (N=35) 中使用了一种实验设计.
- 孩子们经历了社会排斥或社会包容的场景.
- 测量了对排斥者和包容者的敌对认知和攻击性反应,考虑护理人员的自我构建.
主要成果:
- 社会排斥显著增加了学龄前儿童的敌对认知和对排斥者的攻击性反应,而不管照顾者如何自我构建.
- 这种影响在反映了先前排斥经验的背景下更为明显.
- 敌对认知没有调解排斥和侵略之间的联系,这表明其他因素影响学龄前儿童的侵略反应.
结论:
- 社会排斥直接影响幼儿的敌对认知和侵略,支持现有的发展研究结果.
- 幼儿园儿童对排斥的攻击性反应可能不仅仅是由他们的敌意程度驱动的.
- 需要进一步的跨文化和发育研究,才能充分理解幼儿时期的报复性行为.
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