| 說明 |
137 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 72-06, Section: B, page: 3755 |
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Adviser: Sherry Rostosky |
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Thesis (Ph.D.)--University of Kentucky, 2010 |
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The purpose of this study was to examine unique behavioral, social and psychological factors associated with risk and resilience in ostracized passive adolescents. Self-report and peer report data was drawn from a sample of 855 ninth grade students from three high schools. Self-report experiences of social ostracism and peer report observations of passive, withdrawn behavior were used to identify ostracized passive behaviors. Cluster analysis was used to define discreet social groups and compared ostracized passive adolescents, socially disruptive adolescents and socially adjusted adolescents along adaptive and maladjusted behaviors |
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MANOVA results indicated ostracized passive adolescents were rated by peers as less helpful compared to socially adjusted adolescents and socially disruptive adolescents. Ostracized passive adolescents were perceived to exhibit less leadership behaviors compared to socially adjusted adolescents, but not less than socially disruptive adolescents. Ostracized passive adolescents were perceived to be less happy, more "picked on" by others, and more excluded by others compared to socially adjusted adolescents and socially disruptive adolescents. Results also indicated ostracized passive adolescents reported lower family satisfaction, lower school engagement, and higher depression and anxiety than socially adjusted adolescents and socially disruptive adolescents |
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Regression analyses revealed that being female and reporting higher levels of ostracized passivity were associated with higher levels of internalizing behaviors. Sex, however, did not moderate the association between ostracized passivity and internalizing behaviors. Family satisfaction and school belonging partially mediated the relationship between ostracized passivity and internalizing behaviors such that the association between ostracized-passivity and internalizing behaviors was significantly reduced as family satisfaction and school belonging increased |
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Findings suggest ostracized passivity is associated with psychological symptoms that may possibly interfere with social and academic success during the adolescent developmental period. However, recognizing and strengthening family and school connections has the potential to improve functioning and psychological health. Implications for intervention strategies such as developing programs that target increasing adaptive social and cognitive skills, expanding peer networks, and promoting positive social connections outside of school are discussed |
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KEYWORDS: Ostracism, Adolescents, Passive Behaviors, Internalizing Behaviors |
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School code: 0102 |
| Host Item |
Dissertation Abstracts International 72-06B
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| 主題 |
Education, Educational Psychology
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Psychology, Counseling
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0525
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0603
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| Alt Author |
University of Kentucky
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