学习困难儿童社会目标、社会行为和同伴接纳的关系研究

On the Relationship Between Social Goals,Social Behavior and Peer Acceptance Targeted at Children with Learning Disabilities

随着社会信息加工心理学的崛起,人们开始用社会信息加工过程中可能存在的障碍来理解学习困难儿童的社会性发展。以往对学习困难儿童的社会目标、社会行为和同伴接纳的研究主要考察两两之间的关系,本研究用社会信息加工模型来系统考察三者之间的关系。研究发现:(1)学习困难儿童的社会目标存在年级差异;(2)学习困难儿童自我报告的攻击行为存在年级差异;(3)学习困难儿童同伴评定的攻击行为存在性别差异;(4)在敌意和非敌意归因情境下,学习困难儿童的社会目标对社会行为和同伴接纳都有影响,从而为教育者通过干预学习困难儿童的社会目标来改善他们的社会行为和人际关系提供理论依据。

With the rise of information processing psychology,people started to understand the social development of children with learning disabilities through the possible obstacles in their social information processing.Previous researches on social goals,social behavior and peer acceptance targeted at children with learning disabilities mainly focused on each other＇s relations.This study,however,aims to explore the relationship between the three factors by means of the social information processing model.The research results show the following：（1） The children with learning disabilities in different academic years show their difference in social goals.（2） The children with learning disabilities in different academic years show their difference in self-reported aggressive behavior.（3） The children with learning disabilities in different genders show their difference in peer-assessed aggressive behavior.（4） In case of hostility and non-hostility attributions,these children＇s social goals have an effect on their social behavior and peer acceptance,which provides educators with theoretical basis in the improvement of these children＇s social behavior and interpersonal relations through the intervention of their social goals.