他人定向变量影响青少年孤独感和社交焦虑:人际能力作中介被引量：14

Interpersonal Competence Mediating Paths from Social Perspective-taking and Public Self-consciousness to Adolescents’ Emotional Adaption

原文传递

导出

摘要利用自我意识量表中的公众自我意识分量表和社交焦虑分量表,人际能力量表和青少年孤独感量表调查465名高中生,探索社会观点采择、公众自我意识和同伴交往中的人际能力对青少年情绪适应的影响。结果表明:青少年社会观点采择和公众自我意识直接正向预测其人际能力和社交焦虑;人际能力分别负向预测青少年的孤独感和社交焦虑;人际能力在青少年的社会观点采择和孤独感之间,以及在公众自我意识和孤独感之间分别起完全中介作用;人际能力在青少年的社会观点采择和社交焦虑之间,以及在公众自我意识和社交焦虑之间分别起部分中介作用。进一步分析表明,社会观点采择以及公众自我意识对不同情境下的人际能力的影响存在显著差异。讨论了从社会观点采择和公众自我意识出发,提高青少年人际能力,对缓解其孤独感和社交焦虑的重要意义。 465 high school students were conveniently chosen as our subjects who were investigated with such instruments as the Interpersonal Competence Questionnaire, the Self-Consciousness Scale, UCLA Loneliness Scale and The Perspective-taking Subscale. With every class as a unit and under the supervision of two psychological graduates, these scales were administered to adolescents. Data were collected and analyzed by using SPSS 17.0 and LISREL 8.80. Results strongly supported the hypothetical model. Both social perspective-taking and public self-consciousness could directly positively predict the interpersonal competence and social anxiety of adolescents; The interpersonal competence could negatively predict their loneliness and social anxiety; The interpersonal competence could completely mediate the path from social perspective-taking to their loneliness as well as the path from public self-consciousness to their loneliness; The interpersonal competence could partially mediate the path from social perspective-taking to social anxiety as well as the path from public self-consciousness to their social anxiety. Further analysis revealed that adolescents show significantly different levels of interpersonal competence in different interpersonal contexts. And social perspective-taking, as well as public self-consciousness, contribute significantly differently to adolescents＇ interpersonal competence in different interpersonal contexts. We discussed the significance of this study for improving adolescents＇ interpersonal competence and relieving their loneliness and social anxiety by improving their social perspective taking and public self-consciousness.

作者王明忠周宗奎范翠英孙晓军

机构地区青少年网络心理与行为教育部重点实验室

出处《心理发展与教育》 CSSCI 北大核心 2012年第4期413-420,共8页 Psychological Development and Education

基金国家科技支撑计划(2011BAK08B) 国家社科基金重大攻关项目(11&ZD151) 教育部人文社会科学研究一般项目(08JAXLX007)

关键词青少年社会观点采择公众自我意识人际能力孤独感 adolescent social perspective-taking public self-consciousness interpersonal competence loneliness

分类号 B844.2 [哲学宗教—发展与教育心理学]

引文网络
相关文献

参考文献36

1Asher, S. R., & Paquette, J. A. (2003). Loneliness and peer relations in childhood. Current Directions in Psychological Science, 12 (3), 75 -78.
2Beauchamp, M. H. , & Anderson, V. ( 2010 ). SOCIAL: An integrative framework for the development of social skills. Psychological bulletin, 136, 39 -64.
3Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development, Vol. 6 ( pp. 187 - 249). Greenwich, CT: JAI Press.
4Buhrmester, D. , Furman, W. , Wittenberg, M. T. , & Reis, H. T. ( 1988 ). Five domains of interpersonal competence in peer relationships. Journal of Personality and Social Psychology, 55 ( 6 ) , 991 - 1008.
5Chert, X. Y. , & Frertch, D. C. ( 2008 ). Children ' s social competence in cultural context. Annual Review of Psychology, 59, 591 -616.
6Cutrona, C. E. , & Russell, D.W. (1990). Types of social support and specific stress: Toward a theory of optimal matching. In B. R. Sarason, I. G. Sarason, & G. R. Pierce ( Eds. ) , Social support: An interactional view ( pp. 319 - 366). New York: Wiley.
7Davis, M. H. (1980). A multidimensional approach to individualdifferences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85.
8Davis, O. L. (2001). In pursuit of historical empathy. In O. L. Davis, E. A. Yeager & S. J. Foster (Eds.) , Historical empathy and perspective taking in the social studies (pp. 1 - 12). Lanham, MD: Rowman & Littlefield.
9Feingo|d, P. C. ( 1976 ). Toward a paradigm of effective communication : An empirical study of perceived communicative effectiveness. Unpublished doctoral dissertation, Purdue University.
10Feldman, R. S. , & Group, E. M. (2003). Development across the life span. Prentice Hall Englewood Cliffs, NJ.