小学儿童社会技能的同伴评定：社会技能对社交地位的影响研究
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摘要
学会与他人交往是儿童社会性发展的重要内容，交往能力的高低直接影响其成年期的社会适应状况。同伴关系作为儿童社会化的重要动因，与社会技能的关系成为学界关注的热点。但前人的研究主要涉及儿童的同伴关系对其社交地位的影响，社交地位对儿童同伴关系的影响如何，目前国内的研究还相对匮乏。因此，本文旨在探讨这方面的问题。
社会技能是个体有效而适当地与他人进行积极交往的行为方式。对于社会技能的结构，目前还没有统一的说法，国内学者大多采用行为取向，从儿童的自我和成人角度进行测评。鉴于同伴评价的客观性、丰富性和可操作性，本研究结合有关理论研究和开放式、半结构式访谈的结果，得出小学儿童社会技能的“二因素相关模型”，即积极行为技能和消极行为技能。
根据理论构想编制项目，经过项目评价和预试，最终形成正式的“小学儿童社会技能同伴问卷”。以本问卷和同伴提名、教师评定为测量工具，对武汉市某小学的3-6年级448名儿童为被试进行班级内集体施测，利用因素分析和多元回归等统计方法对研究数据进行分析，结果发现：
(1)“小学儿童社会技能同伴问卷”具有较好的信、效度，用来做研究是可靠的。
(2)通过访谈与问卷分析发现，小学儿童社会技能的结构有二个基本维度：积极行为技能和消极行为技能，这与理论构想虽然不同，但真实地反映了小学儿童认知发展特点。
(3)同伴评定分数与教师评定分数之间的相关显著。这说明，在儿童的发展过程中，同伴和教师作为不同的评价体系，对于测量结果在一定程度上可以相互验证，但不能互相取代。
(4)同伴的评定结果表明，社会技能具有显著的性别差异，女孩的社会技能明显好于男孩。
(5)积极行为技能对预测儿童是否受欢迎有显著的预测力；消极行为技能能显著预测儿童是否被拒绝；而积极与消极行为技能对儿童是否处于被忽视和一般社交地位都有着非常显著的影响。
Learning to contact with others is an important issue in the field of children's social development, of which ability show direct influence on adulthood. During children socialization relation between peer relationship, a vital move, and social skill became the focus among researchers. But former researches mainly involved peer relaitonship's influence on children social skill, meanwhile, there are very few study on how social standing impacts on children social skill to date. Thus, the thesis aimed at exploring it.
Social skill is a kind of behavior style individual has active association with others effectively and properly. Up to now, there is no final solution to structure on social skill, which researchers in China evaluate from the perspective of self and peer through behavior approach. In view of objectivity, richness and availability of peer evaluation, the present thesis found "two-factor relation model" of primary children social skill, namely, positive and negative behavior skill, according to previous theories and interviews.
After evaluating and pretesting items compiled by ongoing theories constitution, "Primary Children Social Skill Peer Behavior Descriptive Questionnaire" was completed. The questionnaire, peer nomination and teacher evaluation were employed in a sample of 448 children from Grade3 to 6 in Wuhan City. Using factor analysis, regression analysis and manova, the result indicated:
(a) "Primary Children Social Skill Peer Questionnaire", having good reliability and validity, proved reliable.
(b) Results of interviews and the questionnaire, showed that construction on primary children social skill have two dimensions: positive and negative behavior skill, reflecting real cognitive character of primary school children though differing from previous theories constitution.
(c)There is significant correlation between results of the peer nomination
(Class Play) and teacher evaluation, which indicating as different evaluation system, peer and teacher, to some extent can validate not substitute its result each other.
(d) Gender difference was found, namely, girls got higher scores in social skills than boys.
(e) Positive and negative behavior skill are the predictors of popular and rejected children respectively. Both positive and negative behavior skills have significant prediction for neglected and average children.
社会技能是个体有效而适当地与他人进行积极交往的行为方式。对于社会技能的结构，目前还没有统一的说法，国内学者大多采用行为取向，从儿童的自我和成人角度进行测评。鉴于同伴评价的客观性、丰富性和可操作性，本研究结合有关理论研究和开放式、半结构式访谈的结果，得出小学儿童社会技能的“二因素相关模型”，即积极行为技能和消极行为技能。
根据理论构想编制项目，经过项目评价和预试，最终形成正式的“小学儿童社会技能同伴问卷”。以本问卷和同伴提名、教师评定为测量工具，对武汉市某小学的3-6年级448名儿童为被试进行班级内集体施测，利用因素分析和多元回归等统计方法对研究数据进行分析，结果发现：
(1)“小学儿童社会技能同伴问卷”具有较好的信、效度，用来做研究是可靠的。
(2)通过访谈与问卷分析发现，小学儿童社会技能的结构有二个基本维度：积极行为技能和消极行为技能，这与理论构想虽然不同，但真实地反映了小学儿童认知发展特点。
(3)同伴评定分数与教师评定分数之间的相关显著。这说明，在儿童的发展过程中，同伴和教师作为不同的评价体系，对于测量结果在一定程度上可以相互验证，但不能互相取代。
(4)同伴的评定结果表明，社会技能具有显著的性别差异，女孩的社会技能明显好于男孩。
(5)积极行为技能对预测儿童是否受欢迎有显著的预测力；消极行为技能能显著预测儿童是否被拒绝；而积极与消极行为技能对儿童是否处于被忽视和一般社交地位都有着非常显著的影响。
Learning to contact with others is an important issue in the field of children's social development, of which ability show direct influence on adulthood. During children socialization relation between peer relationship, a vital move, and social skill became the focus among researchers. But former researches mainly involved peer relaitonship's influence on children social skill, meanwhile, there are very few study on how social standing impacts on children social skill to date. Thus, the thesis aimed at exploring it.
Social skill is a kind of behavior style individual has active association with others effectively and properly. Up to now, there is no final solution to structure on social skill, which researchers in China evaluate from the perspective of self and peer through behavior approach. In view of objectivity, richness and availability of peer evaluation, the present thesis found "two-factor relation model" of primary children social skill, namely, positive and negative behavior skill, according to previous theories and interviews.
After evaluating and pretesting items compiled by ongoing theories constitution, "Primary Children Social Skill Peer Behavior Descriptive Questionnaire" was completed. The questionnaire, peer nomination and teacher evaluation were employed in a sample of 448 children from Grade3 to 6 in Wuhan City. Using factor analysis, regression analysis and manova, the result indicated:
(a) "Primary Children Social Skill Peer Questionnaire", having good reliability and validity, proved reliable.
(b) Results of interviews and the questionnaire, showed that construction on primary children social skill have two dimensions: positive and negative behavior skill, reflecting real cognitive character of primary school children though differing from previous theories constitution.
(c)There is significant correlation between results of the peer nomination
(Class Play) and teacher evaluation, which indicating as different evaluation system, peer and teacher, to some extent can validate not substitute its result each other.
(d) Gender difference was found, namely, girls got higher scores in social skills than boys.
(e) Positive and negative behavior skill are the predictors of popular and rejected children respectively. Both positive and negative behavior skills have significant prediction for neglected and average children.
引文
Caldarella, P., & Merrell, K. (1997).Common dimensions of social skills in childhood and adolescents: A taxonomy of positive behaviors. School Psychology Review, 26,264-278.
Cohen, R., Phillipsen, L.C.& Deptula, D. P. (1999). Relating characteristics of children and their friends to relational and overt aggression. Child Study Journal, 29, 269-289.
Coie, J.D., Lochman, J. E., Terry, R.& Hyman, C.(1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal Consult Clinic Psychology, 60, 783-792.
Combs, M. L., & Slaby, O.A. (1977). Social skills training with children. In B. B. Lahey & A. E. Kazdin(Eds.), Advances in Clinical Child psychology. New York: Plenmum, 161-201.
Dodge, K.A.(1986). A social information processing model of social competence in children. In M. Perlmutter(Eds.), cognitive perspectives on children's social and behavioral development: The Minnesota Symposia on child psychology, Hillsdale, NJ: Erlbaum, 18, 77-125.
Eisler, R.M., & Rrederiksen, L.M. (1980). Perfecting social skills: A guide to interpersonal bhavior development. New York: Plenum Press.
Elliott, S.N.% Busses, R.T. (1991).Social skills assessment and intervention with children and adolescents. School Psychology International, 12, 63-83.
Foster, S.L.& Ritchey, M.L.(1979).Issues in the assessment of social competence in children. Jorunal of Applied Behavior Analysis, 12, 626.
Greshan, F.M., & Elliott, S.N.(1984). Assessment and classification of children's social skills: a review of methods and issues. School Psychology Review, 13, 292-301.
Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P.S.Strain et al.(Eds.), Children's social behavior: Development, Assessment, and Modification. New York: Academic Press, 143-179.
Hartup, W.W.(1983). Peer relationship. Handbook of Child Psychology. New York: Wiley.4.
Hops, H. & Lewin, L.(1983). Peer sociometric form. In T.H. Ollendick & M. Hersen(Eds.),
Child Behavioral Assessment. New York.
Kenneth M. W.& Gretchen A. G.(1998). Sociai skills of children and adolescents: conceptualization, assessment, and treatment. LEA, Inc. Publishers New Jersey.
Ladd, G.W.,& Asher, S.R.(1985).Social skills training and children's peer relations. IN L.L'Abate & M.A.Milan(Eds.), Handbook of social skills training and research. New York: john Wiley & Sons, 219-244.
Ladd. G. W. & Mize, J. (1984). A cognitive-social learning model of social skill training. Psychological Review, 90, 127.
Libert, J., & Lewinsohn, P. M. (1993). The concept of social skill with special references to the behavior of depressed persons. Journal of Consulting and Clinical Psychology, 40, 304-312.
Masten, A.S., Morison, P. & Pellegrini, D.S. (1985). A revised class play method of peer assessment. Developmental Psychology, 3, 523-533.
McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Asessment, 4, 1-33.
MooteJr, G.T., Smyth, N.J., & Wodarski, J.S. (1999). Social skills training with youth in school settings A review. Research on Social Work Practice, 4, 427-465.
Moreno, J. L. (1934). Who shall Survive: A New approach to the Problem of Human Interrelations. Washington, DC: Nervous and Mental Disease.
Morgan, R.G.T. (1980). Analysis of social skills: The behavior analysis approach. In W. T. Singleton, P. Spurgeon, & R. b. Stammer(Eds.), The analysis of social skills. New York: Plenum Press. 103-130.
Murphy, L.B. (1937). Social behavior and child psychology: an exploratory study of some roots of sympathy. New York: Columbia University Press.
Reschly, D.J., & Gresham, F.M.(1981). Use of social competence measures to facilitate parent and teacher involvement and nonbiased assessment. Unpublished manuscript, Iowa State University, Ames.
Rubin, K.H.& Krasnor, L.R.(1992). Interpersonal problem competence in children. In: V. B. Van. Hasselt and M. Hersen(Eds.), Handbook of Social Development: A life Perspective; New
York and London; Plenum Press, 133-178.
Spivack, G., & Shure, M. B.(1974). Social adjustment of young children: A cognitive approach to solving real-life problems. San Francisco: Jossey-Bass.
Stephens, T.M., & Arnord, K.D. (1992).Social Behavior Assessment Inventory: Professional manual. Odessa, FL: Psychological assessment Resources, Inc.
Trower, P.(1980). Situational analysis of the components and processes of behavior of socialy skilled and unskilled patients. Journal of consulting and clinical Psychology, 48, 327-339.
陈仙梅．学生人际交往选择心理的发展特点与教育．心理科学通讯，1989(4)：31-36．
陈欣银，李正支，李伯黍．同伴关系与社会行为：社会测量学在分类方法在中国儿童中的适用性研究．心理科学，1994，14(4)．
荆建华．儿童同伴关系的发展及其对儿童社会化影响问题初探．心理学探新，1988(2)：68-72．
谷向东，郑日昌等人．社会角色的角色扮演测试．心理学动态，1998(3)：47-51．
郭占基等．青年友谊观调查研究．心理科学通讯，1988(3)：23-26．
贾晓明，苏晓波译．现代精神分析“圣经”——客体关系与自体心理学．2002，第13页．
江光荣．心理咨询与治疗．安徽人民出版社．2000．
李生兰译．美国矫正幼儿不良行为的新方法．1989(11)：31．
李慰宜，谢光庭．幼儿合作行为培养浅谈．幼儿教育，1987(1)：25．
刘翠荣．日本平和幼儿园培养人际关系能力的经验．幼儿教育，1990(10)：25．
刘翔平．论学生社会技能的结构、评估与培养．教育研究与实验，1994(6)：25-30．
潘洁．幼儿园男孩和女孩交往特点．学前教育与研究，1989(4)，13-15．
庞丽娟．幼儿同伴交往类型成因与培养的研究．北京师范大学博士学位论文．1991．
秦启文，黄希庭：社会技能构成因素及其意义．心理学探新．2001(21)：77．
宋尚桂，佟月华．国外儿童社会技能研究述评．心理科学通讯，1989(5)：38-41．
王国琪．幼儿侵犯行为的发生与矫正。学前教育，1987(7)：14-15．
王蕾．小学儿童向社会行为的发展．心理发展与教育．1994(4)：33-36。
王美芳．儿童社会技能的发展与培养．北京：华文出版社．2003，第15页．
王振宇．儿童心理发展理论．上海：华东师范大学出版社．2000，第191页．
叶玉华译．关于儿童交往积极性的实验研究．学前教育，1986(2)：17．
于鲁文．社会技能问卷介绍．心理发展与教育．1994(2)，28-32．
王争艳，王京生，陈会昌．促进被拒绝和被忽视幼儿的同伴交往的三种训练法．心理发展与教育，2000(1)：6-11．
徐晓华．矫正小学儿童退缩型问题行为的研究．教育研究，1989(2)：39-43．
杨重明．3-9岁儿童社会技能的发展．心理发展与教育．1994(4)：22-26．
姚淑清．在角色游戏中发展幼儿的交往能力．学前教育与研究．1989(5)：30-34．
章炎译．幼儿交往技能和行为方式的培养方法．学前教育，1989(11)：22-23．
周宗奎，林祟德：小学儿童社交问题解决策略的发展研究．心理学报．1998(3)：274-280．
周宗奎．儿童的社会技能．武汉：华中师范大学出版社．2002．第5，7，8，9，54，55，57，58，122页．
邹泓．社会技能训练与儿童同伴关系．北京师范大学学报(社会科学版)，1996(1)：46-50．
Cohen, R., Phillipsen, L.C.& Deptula, D. P. (1999). Relating characteristics of children and their friends to relational and overt aggression. Child Study Journal, 29, 269-289.
Coie, J.D., Lochman, J. E., Terry, R.& Hyman, C.(1992). Predicting early adolescent disorder from childhood aggression and peer rejection. Journal Consult Clinic Psychology, 60, 783-792.
Combs, M. L., & Slaby, O.A. (1977). Social skills training with children. In B. B. Lahey & A. E. Kazdin(Eds.), Advances in Clinical Child psychology. New York: Plenmum, 161-201.
Dodge, K.A.(1986). A social information processing model of social competence in children. In M. Perlmutter(Eds.), cognitive perspectives on children's social and behavioral development: The Minnesota Symposia on child psychology, Hillsdale, NJ: Erlbaum, 18, 77-125.
Eisler, R.M., & Rrederiksen, L.M. (1980). Perfecting social skills: A guide to interpersonal bhavior development. New York: Plenum Press.
Elliott, S.N.% Busses, R.T. (1991).Social skills assessment and intervention with children and adolescents. School Psychology International, 12, 63-83.
Foster, S.L.& Ritchey, M.L.(1979).Issues in the assessment of social competence in children. Jorunal of Applied Behavior Analysis, 12, 626.
Greshan, F.M., & Elliott, S.N.(1984). Assessment and classification of children's social skills: a review of methods and issues. School Psychology Review, 13, 292-301.
Gresham, F. M. (1986). Conceptual issues in the assessment of social competence in children. In P.S.Strain et al.(Eds.), Children's social behavior: Development, Assessment, and Modification. New York: Academic Press, 143-179.
Hartup, W.W.(1983). Peer relationship. Handbook of Child Psychology. New York: Wiley.4.
Hops, H. & Lewin, L.(1983). Peer sociometric form. In T.H. Ollendick & M. Hersen(Eds.),
Child Behavioral Assessment. New York.
Kenneth M. W.& Gretchen A. G.(1998). Sociai skills of children and adolescents: conceptualization, assessment, and treatment. LEA, Inc. Publishers New Jersey.
Ladd, G.W.,& Asher, S.R.(1985).Social skills training and children's peer relations. IN L.L'Abate & M.A.Milan(Eds.), Handbook of social skills training and research. New York: john Wiley & Sons, 219-244.
Ladd. G. W. & Mize, J. (1984). A cognitive-social learning model of social skill training. Psychological Review, 90, 127.
Libert, J., & Lewinsohn, P. M. (1993). The concept of social skill with special references to the behavior of depressed persons. Journal of Consulting and Clinical Psychology, 40, 304-312.
Masten, A.S., Morison, P. & Pellegrini, D.S. (1985). A revised class play method of peer assessment. Developmental Psychology, 3, 523-533.
McFall, R. M. (1982). A review and reformulation of the concept of social skills. Behavioral Asessment, 4, 1-33.
MooteJr, G.T., Smyth, N.J., & Wodarski, J.S. (1999). Social skills training with youth in school settings A review. Research on Social Work Practice, 4, 427-465.
Moreno, J. L. (1934). Who shall Survive: A New approach to the Problem of Human Interrelations. Washington, DC: Nervous and Mental Disease.
Morgan, R.G.T. (1980). Analysis of social skills: The behavior analysis approach. In W. T. Singleton, P. Spurgeon, & R. b. Stammer(Eds.), The analysis of social skills. New York: Plenum Press. 103-130.
Murphy, L.B. (1937). Social behavior and child psychology: an exploratory study of some roots of sympathy. New York: Columbia University Press.
Reschly, D.J., & Gresham, F.M.(1981). Use of social competence measures to facilitate parent and teacher involvement and nonbiased assessment. Unpublished manuscript, Iowa State University, Ames.
Rubin, K.H.& Krasnor, L.R.(1992). Interpersonal problem competence in children. In: V. B. Van. Hasselt and M. Hersen(Eds.), Handbook of Social Development: A life Perspective; New
York and London; Plenum Press, 133-178.
Spivack, G., & Shure, M. B.(1974). Social adjustment of young children: A cognitive approach to solving real-life problems. San Francisco: Jossey-Bass.
Stephens, T.M., & Arnord, K.D. (1992).Social Behavior Assessment Inventory: Professional manual. Odessa, FL: Psychological assessment Resources, Inc.
Trower, P.(1980). Situational analysis of the components and processes of behavior of socialy skilled and unskilled patients. Journal of consulting and clinical Psychology, 48, 327-339.
陈仙梅．学生人际交往选择心理的发展特点与教育．心理科学通讯，1989(4)：31-36．
陈欣银，李正支，李伯黍．同伴关系与社会行为：社会测量学在分类方法在中国儿童中的适用性研究．心理科学，1994，14(4)．
荆建华．儿童同伴关系的发展及其对儿童社会化影响问题初探．心理学探新，1988(2)：68-72．
谷向东，郑日昌等人．社会角色的角色扮演测试．心理学动态，1998(3)：47-51．
郭占基等．青年友谊观调查研究．心理科学通讯，1988(3)：23-26．
贾晓明，苏晓波译．现代精神分析“圣经”——客体关系与自体心理学．2002，第13页．
江光荣．心理咨询与治疗．安徽人民出版社．2000．
李生兰译．美国矫正幼儿不良行为的新方法．1989(11)：31．
李慰宜，谢光庭．幼儿合作行为培养浅谈．幼儿教育，1987(1)：25．
刘翠荣．日本平和幼儿园培养人际关系能力的经验．幼儿教育，1990(10)：25．
刘翔平．论学生社会技能的结构、评估与培养．教育研究与实验，1994(6)：25-30．
潘洁．幼儿园男孩和女孩交往特点．学前教育与研究，1989(4)，13-15．
庞丽娟．幼儿同伴交往类型成因与培养的研究．北京师范大学博士学位论文．1991．
秦启文，黄希庭：社会技能构成因素及其意义．心理学探新．2001(21)：77．
宋尚桂，佟月华．国外儿童社会技能研究述评．心理科学通讯，1989(5)：38-41．
王国琪．幼儿侵犯行为的发生与矫正。学前教育，1987(7)：14-15．
王蕾．小学儿童向社会行为的发展．心理发展与教育．1994(4)：33-36。
王美芳．儿童社会技能的发展与培养．北京：华文出版社．2003，第15页．
王振宇．儿童心理发展理论．上海：华东师范大学出版社．2000，第191页．
叶玉华译．关于儿童交往积极性的实验研究．学前教育，1986(2)：17．
于鲁文．社会技能问卷介绍．心理发展与教育．1994(2)，28-32．
王争艳，王京生，陈会昌．促进被拒绝和被忽视幼儿的同伴交往的三种训练法．心理发展与教育，2000(1)：6-11．
徐晓华．矫正小学儿童退缩型问题行为的研究．教育研究，1989(2)：39-43．
杨重明．3-9岁儿童社会技能的发展．心理发展与教育．1994(4)：22-26．
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