Abstract：
Few studies have explored the potential impact of teacher preferences on students\' peer relationships and their broader psycho-behavioral growth from the perspective of classroom peer ecology. To remedy this research gap, this study hypothesized and tested a serial mediation model in which teacher preference is related to adolescents\' aggressive behavior via the indirect paths of forming peer rejection and shaping rejection sensitivity. Using a longitudinal design, two-wave data were obtained from 2270 Chinese adolescents (initial age = 13.93 ± 0.59, 50.7% boys) over 6 months. The results revealed that teacher preference was negatively associated with aggressive behavior in adolescents, and the mediation model indicated peer rejection and rejection sensitivity served as serial mediators between this link. Additionally, the current study examined the unique affiliations of anxiety and anger about rejection with aggressive behavior respectively, with results supporting them as distinct constructs and highlighting the significance of research integrating both forms of rejection sensitivity. Differences were also identified regarding the role of anxious rejection sensitivity in predicting proactive and reactive aggressive behaviors. The educational implications of these findings and directions for forthcoming research were discussed.
摘要：
很少有研究从课堂同伴生态学的角度探讨教师偏好对学生同伴关系及其更广泛的心理行为成长的潜在影响。为了弥补这一研究差距，本研究假设并测试了一个连续的中介模型，在该模型中，教师偏好通过形成同伴拒绝和塑造拒绝敏感性的间接途径与青少年的攻击行为有关。采用纵向设计，从2270名中国青少年（初始年龄=13.93±0.59，50.7%男孩）获得了超过6个月的两波数据。结果显示，教师偏好与青少年的攻击行为呈负相关，中介模型表明，对等拒绝和拒绝敏感性充当此链接之间的串行中介。此外,目前的研究检查了焦虑和愤怒的独特关联，分别与攻击行为的拒绝，结果支持它们作为不同的结构，并强调了整合两种形式的排斥敏感性的研究的意义。在预测主动和反应性攻击行为中，焦虑排斥敏感性的作用也存在差异。讨论了这些发现的教育意义和对即将进行的研究的方向。
