同伴地位对青少年早期不同类型攻击行为发展的影响:性别与班级规范的调节作用
Effects of Peer status on Different Types of Aggression in Early Adolescence: Moderating Effects of Gender and Class Aggression Norms

采用同伴提名法，对2470名初二学生进行为期半年的追踪研究，考察两种同伴地位（社会喜好和社会支配）对三种攻击类型（身体、言语和关系攻击）发展的预测，以及性别与班级规范在其中的调节作用。多层线性分析发现：（1）社会喜好负向、社会支配正向预测个体半年后的三类攻击行为，且男生的社会喜好对关系攻击的预测作用强于女生；（2）对于男生而言，身体和言语攻击的班级规范强化个体后续的攻击行为，但关系攻击的班级规范则无显著影响；对于女生而言，身体攻击的班级规范强化个体后续的攻击行为，言语和关系攻击的班级规范强化初始攻击水平低的个体相应的攻击行为、而对于初始攻击水平高的个体表现出弱化效应；（3）班级规范还能调节社会支配对攻击行为的影响，在言语攻击规范高的班级中，社会支配对个体言语攻击的正向预测作用更强。
Using peer nomination procedure, a longitudinal study of 2470 students in grade eight was carried out to investigate the impact of prior aggression, social preference, social dominance on physical, verbal and relational aggression, and whether these effects would be moderated by gender and corresponding classroom norms. Multilevel linear analysis found that:(1) Social preference negatively predicted adolescents' aggression half a year later, while social dominance positively predicted it, and the effect of social preference on relational aggression was stronger for boys. (2) The moderating effects of class norms were different for boys and girls. For boys, higher levels of class norms on physical and verbal aggression, but not relational aggression, were associated with increases in subsequent aggressive behavior. For girls, with the increase of class norm on physical aggression, all of their physical aggression went up; but with the increase of class norm on verbal or relational aggression, their verbal or relational aggressive behavior rose only for girls whose initial level of aggression were low. (3) Social dominance positively predicted verbal aggression over time, especially in the classrooms with higher level of class norm.