Interpersonal Strategy, Attachment Security and Social Status among Chinese Children in the Initial Period of Secondary School

Autor/in	Chen, Bin-Bin
Titel	Interpersonal Strategy, Attachment Security and Social Status among Chinese Children in the Initial Period of Secondary School
Quelle	In: School Psychology International, 32 (2011) 6, S.592-599 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311409854
Schlagwörter	Social Status; Peer Relationship; Peer Groups; Foreign Countries; Grade 6; Secondary School Students; Security (Psychology); Attachment Behavior; Mothers; Parent Child Relationship; Correlation; China + Suchen Sie Ihr Suchwort? Sozialer Status; Peer-Beziehungen; Gleichaltrigengruppe; Peer Group; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Sekundarschüler; Security; Psychology; Sicherheit; Attachment; Bindungsverhalten; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation
Abstract	This study examined the influences of peer interpersonal strategy and secure attachment on social status in peer contexts in the initial period of secondary school in China. Two hundred and thirty-one new students in secondary schools (grade 6) were recruited in the first semester to complete measures of interpersonal strategies in the peer group, secure attachment to mother, social dominance, and sociometric nomination. The results indicated that both prosocial strategies and attachment security were positively correlated with social dominance and peer preference in peer group, whereas the coercive strategies were not correlated with social status. Implications and limitations of findings were discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10