期刊论文

中文

心理科学

1671-6981

2006

29

5

1071-1075,1044

10.16719/j.cnki.1671-6981.2006.05.011

国家自然科学基金项目（30270473）;教育部优秀青年教师资助计划;全国教科十五规划项目（DBA010158）

本校为第一机构

本研究采用同伴提名法、问卷法,对武汉市一所小学3、4、5、6年级儿童进行6个月的追踪调查。采用交叉时序滞后设计,考察了同伴关系4个特征水平（群体水平、双向关系水平、人际互动水平和个体特征水平）的变量与学业成就的相互预测关系。结果表明,在控制了前测学业成就后,前测的社会喜好、积极友谊质量、社交领导行为可以分别正向预测后测的学业成就,而前测的攻击行为可以负向预测后期的学业成就;在控制了前测的社交自我知觉后,学业成就可以正向预测后期的社交自我知觉。

The relationship between social competence and academic achievement in middle childhood during 6-month follow-up study was analyzed by cross-lagged regression. The findings indicated that after academic achievement at timel under control, social preference, social/leadership behaviors at timel were positive predictors of academic achievement at time2, and aggressive behavior at timel was a negative predictor of achievement in time2; after self-perceived social competence at timel under control, academic achievement at timel was a posi...