青少年早期社交淡漠对同伴关系的预测:学习成绩的调节作用

Predictive Relations between Social Disinterest and Peer Relationships among Adolescents: Moderating Effects of Academic Achievement

对787名小学四年级至初中二年级学生进行一年的追踪研究,考察社交淡漠对其后同伴接纳、同伴欺侮的预测,以及学习成绩对上述预测关系的调节效应。结果表明:(1)第一次测试社交淡漠可以负向预测第二次测试的同伴接纳,正向预测第二次测试的同伴欺侮;(2)第一次测试学习成绩可以正向预测第二次测试的同伴接纳,负向预测第二次测试的同伴欺侮;(3)社交淡漠对同伴接纳、同伴欺侮的预测受学习成绩的调节,较高的学习成绩会弱化社交淡漠对同伴关系不良的预测效应。这一结果表明,学习成绩可能是一种重要的缓冲因素,可以在一定程度上保护社交淡漠的青少年免受同伴的消极对待。

Social withdrawal refers to the process whereby children remove themselves from opportunities for peer interaction and fre-quently display solitary behaviors in social contexts. The distinction can be further made between shyness, characterized by the internalconflict between the desire to affiliate （i. e. , social approach motivation） and social fear and wariness （i. e. , social avoidance motiva-tion）, and social disinterest, which is believed to reflect a non -fearful preference for solitary activities. Although there has been con-siderable research on the development of shyness in childhood, social disinterest remains relatively understudied, particularly in adoles-cents. Empirical findings in Western societies indicated that shyness and social disinterest appear to have quite different implications forchildren＇s socio - emotional and school adjustment. While shyness has demonstrated a consistent link with difficulties in peer relation-ships and other social and school problems, social disinterest appears to be a comparatively benign form of social withdrawal. However,the significance of social functioning may be affected by the cultural context. Evidence from the studies conducted in China indicatedthat social disinterest was associated with social, school and psychological problems. The purpose of this one - year longitudinal study was to examine the moderating effects of the academic achievement on predictiverelations between social disinterest and later peer relationship difficuhies among early adolescents. Participants were 787 children （ 10 -14 years old） in an urban area in P. R. China. Assessments of social disinterest, peer acceptance, peer victimization and academic a-chievement were obtained from peer nominations and school records. Results indicated that social disinterest negatively predicted laterpeer acceptance, and positively predicted later peer victimization, while academic achievement positively predicted later peer accept-ance, and negatively predicted later peer victimization. The predictive relations between social disinterest and later peer relationship dif-ficulties were moderated by the academic achievement. For low - achieving children, the associations between social disinterest and lat-er peer relationships difficulties were much stronger than those for high - achieving children. The results indicate that academic achieve-ment may be a buffering factor that serves to protect social disinterest children from developing social problems to some degree.