CAJ | 학술논문

以675名初中和高中学生为被试，采用社会网络分析方法，获得506名青少年在其班级中的网络中心度，并确定他们所属的同伴团体，在此基础上考察同伴团体的行为规范对其问题行为的影响。结果发现：（1）在控制了班级层次的问题行为水平和其他相关变量后，同伴团体的问题行为水平能够正向预测青少年自身的问题行为；（2）青少年在同伴团体内部的地位能负向预测青少年的问题行为，青少年在班级社交网络中的度数中心度能正向预测其问题行为，而中介中心度能负向预测其问题行为；（3）交互作用分析表明：同伴团体的问题行为水平主要对低中介中心度的青少年产生显著影响；仅在问题行为水平较高的同伴团体中，青少年的度数中心度正向预测其问题行为。
이675명초중화고중학생위피시，채용사회망락분석방법，획득506명청소년재기반급중적망락중심도，병학정타문소속적동반단체，재차기출상고찰동반단체적행위규범대기문제행위적영향。결과발현：（1）재공제료반급층차적문제행위수평화기타상관변량후，동반단체적문제행위수평능구정향예측청소년자신적문제행위；（2）청소년재동반단체내부적지위능부향예측청소년적문제행위，청소년재반급사교망락중적도수중심도능정향예측기문제행위，이중개중심도능부향예측기문제행위；（3）교호작용분석표명：동반단체적문제행위수평주요대저중개중심도적청소년산생현저영향；부재문제행위수평교고적동반단체중，청소년적도수중심도정향예측기문제행위。
Peer interactions and group experiences exert a profound influence on the adolescents＇ behaviors. Literature also suggests that adolescents＇ positions in social network are responsible for their problem behaviors. In this article, social network analysis was used to identify peer groups of 506 adolescents from 20 middle school classrooms, and to measure the adolescents＇ centrality （degree, reach, bonacich and betweenness centrality） in their classroom networks and status in their peer groups. Multilevel model analysis indicated that peer groups did socialize adolescents＇ problem behaviors, controlling for classroom-level problem behaviors and other factors. The results showed peer group core membership was negatively associated with individual-level problem behaviors, and betweenness centrality was negatively associated with adolescents＇ problem behaviorsand degree centrality was positively associated with adolescents＇ problem behaviors. Degree centrality and betweenness centrality significantly moderated the impact of peer group problem behaviors on adolescents＇ externalizing behaviors. Further analysis indicated that the peer group socialization effect was most potent for individuals in low betweenness centrality, however, the degree centrality predicted adolescents＇ problem behaviors only in high problem behavior level groups.