摘要：
Self-determination is considered being the most autonomous form of motivation that should predict optimal study and social functioning, even among Chinese students. 280 Chinese students from three different universities participated in this investigation. A hypothesized structural equation model was applied to test the relations between domain-specific self-determination, academic achievement (including grade point average, GPA) and social competence (e.g., friendships). The results indicated that self-determination could positively predict Chinese students' domain-specific functions (academic and social competence); there were significant gender differences on scores of domain-specific self-determination, GPA and social competence.
作者机构：
[周宗奎] School of Psychology, Central China Normal University, Wuhan 430079, China;[苏彦捷] Department of Psychology, Peking University, Beijing 100871, China;[莫书亮] School of Psychology, Central China Normal University, Wuhan 430079, China, Department of Psychology, Peking University, Beijing 100871, China
通讯机构：
[Mo, S.] S;School of Psychology, Central China Normal University, China
期刊：
2009 3RD INTERNATIONAL CONFERENCE ON BIOINFORMATICS AND BIOMEDICAL ENGINEERING, VOLS 1-11,2009年:3130-3133
通讯作者：
Zhou, Zongkui
作者机构：
[Sun, Xiaojun; Fan, Cuiying; Chen, Xuelian; Pan, Qingquan; Zhou, Zongkui] Huanzhong Normal Univ, Sch Psychol, Wuhan, Peoples R China.
通讯机构：
[Zhou, Zongkui] H;Huanzhong Normal Univ, Sch Psychol, Wuhan, Peoples R China.
会议名称：
The 3rd International Conference on Bioinformatics and Biomedical Engineering(iCBBE 2009)(第三届生物信息与生物医学工程国际会议)
会议时间：
2009-06-11
会议地点：
北京
会议论文集名称：
The 3rd International Conference on Bioinformatics and Biomedical Engineering(iCBBE 2009)(第三届生物信息与生物医学工程国际会议)论文集
关键词：
social behavior;peer relationship;perceived social competence;loneliness;multi-mediation
摘要：
The goals of the current study were to investigate relations between children's social behavior, peer relationship, perceived social competence and loneliness, multi-mediation between social behavior and loneliness, and analyze constructs of different levels in peer interaction with a sample of 430 children from Grade 4 to Grade 6. The results showed that: there are significant gender and grade differences in social behavior, peer relationship, perceived social competence and loneliness; social behavior affects loneliness through the multiple mediations of peer relation and perceived social competence and there is no direct association between social behavior and loneliness. Social preference associates with loneliness only through the mediation of perceived social competence; there are mediating and direct relations between friendship quality and loneliness; among variables in four levels of peer interaction, the strongest predictability on loneliness is from perceived social competence, and the less strong are friendship quality, social behavior and social preference respectively.
