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同伴拒斥
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     rejecting induction.
     拒斥归纳。
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     Peer Classroom Observation
     同伴互助听课
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     2) more peer contact;
     2)同伴交往;
短句来源
     Relations among Primary Schoolers' Academic Achievement, Prosocial Behavior and Peer Acceptance/Rejection
     小学高年级儿童的学业成绩、亲社会行为与同伴接纳、拒斥的关系
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     On the Impossibility of “the Abandonment of Metaphysics”
     “拒斥形而上学”可能吗
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  peer rejection
Two processes in the relationships between children have been associated with adverse developmental outcomes in children, namely, peer rejection and affiliation with deviant peers.
      
First, we shortly describe the processes of peer rejection and deviant friends' affiliation.
      
Addressing issues of peer rejection in child-centered classrooms
      
Gender nonconformity was significantly associated with paternal, maternal, and peer rejection in childhood.
      
In addition, paternal and peer rejection, but not maternal rejection, independently predicted attachment anxiety.
      
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Relations among children's academic achievement, prosocial behavior and peer acceptance/rejection were investigated in a sample of 402 fifth and sixth graders in primary school It was found that(1)significant differences existed in the prosocial behavior among children with different academic achievement (2)Prosocial behavior positively predicted children's peer acceptance and negatively predicted peer rejection, while academic achievement only positively predicted children's peer acceptance (3)Prosocial...

Relations among children's academic achievement, prosocial behavior and peer acceptance/rejection were investigated in a sample of 402 fifth and sixth graders in primary school It was found that(1)significant differences existed in the prosocial behavior among children with different academic achievement (2)Prosocial behavior positively predicted children's peer acceptance and negatively predicted peer rejection, while academic achievement only positively predicted children's peer acceptance (3)Prosocial behavior predicted children's peer acceptance more than academic achievement did

本研究以小学高年级 4 0 2名学生为研究对象 ,探讨了儿童的学业成绩、亲社会行为与同伴接纳、同伴拒斥之间的关系。结果发现 :(1)不同学业成绩组儿童的亲社会行为存在显著差异 ,学习优秀儿童的亲社会行为水平最高 ,学习中等儿童居中 ,学习困难儿童的亲社会行为水平最低。 (2 )多元线性回归分析表明 ,儿童的亲社会行为能显著地正向预测其同伴接纳、负向预测其同伴拒斥 ;但学业成绩只能显著地正向预测同伴接纳 ,而对同伴拒斥无显著的预测作用。 (3)亲社会行为对男、女生的同伴接纳的预测作用大于学业成绩的预测作用。

 
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