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首页> 外文学位 >Peer interactions and school readiness in Head Start children: Physical aggression, relational aggression, and prosocial behavior.
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Peer interactions and school readiness in Head Start children: Physical aggression, relational aggression, and prosocial behavior.

机译：刚开始的孩子的同伴互动和入学准备：身体攻击，关系攻击和亲社会行为。

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摘要

The current study investigated the relationship between peer interactions and school readiness children enrolled in Head Start. The constructs of displayed and received physical aggression, relational aggression, and prosocial behavior within children's peer interactions were examined through direct observation. School readiness was measured through direct assessment. It was hypothesized that aggression within peer interactions would predict lower school readiness, while prosocial behaviors within peer interactions would predict better school readiness. Sex was also hypothesized to moderate the relationship between relational aggression, relational victimization, physical aggression, physical victimization and school readiness. It was hypothesized that relational aggression and victimization would more severely impact the school readiness of girls and physical aggression and victimization would more severely impact the school readiness of boys. Structural equation modeling (SEM) analyses revealed that physical aggression and victimization as well as displayed and received prosocial behavior did not significantly predict school readiness. Relational aggression predicted better school readiness. Also, sex moderated the relationship between relational victimization and school readiness such that relational victimization predicted better school readiness for girls, but did not predict school readiness for young boys. Knowledge gained from this study can inform preschool classroom practices on the role that peer aggression and prosocial behavior play in individual differences in children's school readiness.
机译：当前的研究调查了同伴互动与参加“起步”的入学准备儿童的关系。通过直接观察检查了儿童同伴互动中显示和接受的身体攻击，关系攻击和亲社会行为的构造。通过直接评估来衡量入学准备情况。有假设认为，同伴互动中的攻击性会预测较低的入学准备，而同伴互动中的亲社会行为将预测较好的入学准备。还假设性可以缓和关系攻击，关系受害，身体攻击，身体受害和入学准备之间的关系。有人假设，关系攻击和受害会更严重地影响女孩的入学准备，身体攻击和受害会更严重地影响男孩的入学准备。结构方程模型（SEM）分析显示，身体攻击和受害行为以及显示和接受的亲社会行为并不能显着预测入学准备情况。关系型侵略预示着更好的入学准备。同样，性别减轻了关系受害与学校准备之间的关系，因此关系受害预示着女孩更好的学校准备，但没有预测年轻男孩的学校准备。从这项研究中获得的知识可以为学龄前课堂实践提供信息，说明同伴的攻击和亲社会行为在儿童入学准备中的个体差异中所起的作用。

著录项

  • 作者

    Faria, Ann-Marie.;

  • 作者单位

    University of Miami.;

  • 授予单位 University of Miami.;
  • 学科 Psychology Social.;Psychology Developmental.;Education Early Childhood.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 76 p.
  • 总页数 76
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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