CAJ | 학술논문

社会认知复杂性是描述个体社会认知结构特点的个体差异变量,作为社会认知领域的研究热点,当前却鲜有研究关注它与同伴交往的关系。本研究选取初一至高二234名中学生考察了社会认知复杂性与同伴交往之间的关系,并辅以人际交往能力、学业成就,通过结构方程模型进一步探讨了二者之间关联的路径。结果表明：（1）青少年社会认知复杂性与同伴接受、同伴拒绝、社会喜好、人际交往能力、学业成就之间存在显著相关。社会认知复杂性高的学生获得了较多的同伴接纳和社会喜好、较少的同伴拒绝,并具有较高的人际交往能力和学业成就。（2）青少年社会认知复杂性以人际交往能力和学业成就为中介变量间接影响同伴的受欢迎程度。
사회인지복잡성시묘술개체사회인지결구특점적개체차이변량,작위사회인지영역적연구열점,당전각선유연구관주타여동반교왕적관계。본연구선취초일지고이234명중학생고찰료사회인지복잡성여동반교왕지간적관계,병보이인제교왕능력、학업성취,통과결구방정모형진일보탐토료이자지간관련적로경。결과표명：（1）청소년사회인지복잡성여동반접수、동반거절、사회희호、인제교왕능력、학업성취지간존재현저상관。사회인지복잡성고적학생획득료교다적동반접납화사회희호、교소적동반거절,병구유교고적인제교왕능력화학업성취。（2）청소년사회인지복잡성이인제교왕능력화학업성취위중개변량간접영향동반적수환영정도。
Social cognitive complexity is a widely used concept referring to individuals＇ differences on social cognitive structure,which is an attracting topic in the field of social psychology.However,few studies have concerned the role of social cognitive complexity in adolescents＇ peer interaction.Therefore,the present study mainly examined the relationship between adolescents＇ social cognitive complexity and their peer interaction.The Role Category Questionnaire（RCQ） was adopted to measure adolescents＇ social cognitive complexity,which can provide differentiation and abstract scores simultaneously.Peer nomination technique and Interpersonal Competence Questionnaire（ICQ） were used to measure adolescents＇ peer status and interpersonal competence.The results of the latest mid-term exam were collected as the index of their academic achievement.The participants were 234 middle school students from Beijing.Using the above-mentioned instruments,the present study investigated the relationship between social cognitive complexity and peer interaction,and examined their relation paths by structural equation modeling.The results showed that（1） there were significant correlations between the two social cognitive complexity scores（differentiation and abstract） and three indexes of peer interaction,that is,peer acceptance,peer rejection and social preference.（2） There were significant differences of each social cognitive complexity score for adolescents with different peer statuses..（3） The two social cognitive complexity scores had significant correlations with four indexes of interpersonal competence（negative assertion,disclosure,emotional support and conflict management）.（4） There were significant correlations between the two social cognitive complexity scores and four indexes of academic achievement.（5） The correlations among three indexes of peer interaction,four indexes of peer interaction and four indexes of academic achievement were also statistically significant.（6） Four indexes of interpersonal competence and academic achievement respectively served as mediators between two indexes of social cognitive complexity and three indexes of peer interaction.Based on these results,our conclusions were（1） there were significant correlations among adolescents＇ social cognitive complexity and the variables of peer interaction.Adolescents with higher social cognitive complexity had higher interpersonal competence and academic achievement,thus received more peer popularity and less peer rejection.（2） Social cognitive complexity could predict adolescents＇ popularity in peer group by the mediating role of their interpersonal skills and academic achievement.This maybe the first study focusing on the role and mechanism of social cognitive complexity in adolescents＇ peer interaction and it provides an important inspiration to the future research.