摘要
612名中国儿童和296名加拿大儿童经“班级戏剧”量表测量获得的数据进行因素分析,得到三个在中,加样本中含义相同的变量:亲社会性、攻击性和羞怯-敏感性。在加拿大样本中,羞怯-敏感性项目和孤立性项目聚合在一起,与同伴接受成显著负相关。与此相反,中国儿童的羞怯-敏感行为被认为是一种积极的品质,它与社会孤立性分离开来,而与亲社会行为及同伴接受成显著正相关。
612 Chinese children and 296 Canadianchildren were administered the Revised ClassPlay Scale. Factor analyses obtained threevariables of identical implication:(a)prosocialbehavior,(b)aggressive behavior, and(c)shyness-sensitive behavior. Consistently inboth samples, prosocial beha(?)or waspositively correlated with peer acceptanceand aggressive behavior was positively corre-lated with peer reiection. Shyness-sensitivitywas clustered with isolation and negativelycorrelated with peer acceptance in the Cana-dian sample. On the contrary, Chinese cbil-dren's sensitivity, a positively evaluatedbehavior was separated from isolation. Theirsensitive behavior was positively associatedwith prosocial behavior and with peer accep-tance.
出处
《心理科学》
CSSCI
CSCD
北大核心
1992年第2期1-7,共7页
Journal of Psychological Science
