The Relationship Between Child Resource Acquisition Strategies And Peer Status In Peer Groups

Psychologist Hawley puts forward two main strategies for children’s resource acquisition through systematic research: coercive strategy and prosocial strategy.Studies have found that younger children usually adopt coercive strategies,but the strategy change with increasing of age,so older children apply prosocial strategies more often.Children develop peer status in the process of interacting with peers and peer groups will spontaneously be formed,and the characteristics of peer groups will have an impact on the individuals in the group.This research will explore the developmental heterogeneity trajectory of children’s resource control strategies and its influence on changes in peer status,and the influence of peer group characteristics on individual strategies and peer status relationships.In order to investigate the relationship between children’s resource control strategies and peer status in peer groups,a questionnaire method was applied in the study used to conduct a four-year follow-up study of 335 primary school children.“Class drama” is used to measure children’s resource control strategies and peer status,and social cognitive map is used to measure peer groups.Mplus8.0 was useed to analyze the relationship between strategy and peer status,and the heterogeneity development trajectory of strategy;multi-level modeling effect was used to analyze the influence of peer group characteristics on the relationship between individual strategy and peer status.The results of the study are as follows:1.Coercive strategy is negatively correlated with peer status,and prosocial strategy is positively correlated with peer status;2.The initial level of the coercive strategy has a significant negative relationship with the subsequent development rate;the initial level of the coercive strategy negatively predicts the initial level of peer status and positively predicts the rate of change;the initial level of prosocial strategies has a significant negative relationship with the subsequent development rate;the initial level of prosocial strategies positively predicts the initial level and rate of change of peer status;3.The types of children’s resource control strategies have changed,and the changes are most obvious in the fourth grade;children’s resource control strategies are heterogeneous.Both coercive strategies and prosocial strategies are divided into three significantly different subgroup trajectories,namely the “stable group”,“high-decline group” and “low-growth group”;the coercive strategies of “stable group” and “highdecline group” are significantly different,and the prosocial strategies of the “stable group” and the “low-growth group” are significantly different;4.The group strategy of sixth grade plays a cross-layer regulatory role in the relationship between individual strategies and peer status.In the group with low coercive strategy,the peer status of children decreases with the increase of the individual coercive strategy;whether it is in groups with high prosocial strategy or in groups with low prosocial strategy,the peer status of children shall rise with the enhancement of individual prosocial strategies.The resource acquisition strategies of children were divided into three subgroups with significant differences,and there were differences in peer status among different subgroups.Group strategies of sixth graders played a cross-level moderating role in the relationship between individual strategies and peer status.