Young children's interpersonal trust consistency as a predictor of future school adjustment

被引：15

作者：

Betts, Lucy R. ^{[1
]}

Rotenberg, Ken J. ^{[2
]}

Trueman, Mark ^{[2
]}

机构：

[1] Nottingham Trent Univ, Div Psychol, Nottingham NG1 4BU, England

[2] Keele Univ, Sch Psychol, Keele, Staffs, England

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2013年 / 34卷 / 06期

关键词：

Interpersonal trust consistency; Trust beliefs; Trustworthiness; School adjustment; Peer relationships; Social relations model; PEER-REPORTED TRUSTWORTHINESS; LONGITUDINAL RELATIONS; SOCIAL RELATIONSHIPS; RATING-SCALE; GENDER; LONELINESS; PRESCHOOL; FRIENDSHIPS; KINDERGARTEN; PERCEPTIONS;

D O I：

10.1016/j.appdev.2013.09.003

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Young children's interpersonal trust consistency was examined as a predictor of future school adjustment. One hundred and ninety two (95 male and 97 female, M-age = 6 years 2 months, SDage = 6 months) children from school years 1 and 2 in the United Kingdom were tested twice over one year. Children completed measures of peer trust and school adjustment and teachers completed the Short-Form Teacher Rating Scale of School Adjustment. Longitudinal quadratic relationships emerged between consistency of children's peer trust beliefs and peer-reported trustworthiness and school adjustment and these varied according to social group, facet of trust, and indicator of school adjustment. The findings support the conclusion that interpersonal trust consistency, especially for secret-keeping, predicts aspects of young children's school adjustment. (C) 2013 Elsevier Inc. All rights reserved.

引用

页码：310 / 318

页数：9

共 78 条

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