Abstract: Abstract: Social withdrawal refers to the process whereby children remove themselves from opportunities for peer interaction and frequently display solitary behaviors in social contexts. The distinction can be further made between shyness, characterized by the internal conflict between the desire to affiliate (i.e., social approach motivation) and social fear and wariness (i.e., social avoidance motivation), and social disinterest, which is thought to reflect a non-fearful preference for solitary activities. Whereas there has been considerable research on the development of shyness in childhood, social disinterest remains relatively understudied, particularly in older children. Empirical findings in Western societies indicated shyness and social disinterest appear to have quite different implications for children’s socio-emotional and school adjustment. While shyness has demonstrated a consistent link with difficulties in peer relationships and other social and school problems, social disinterest appears to be a comparatively benign form of social withdrawal. However, the significance of social functioning may be affected by cultural context. Evidences from the studies conducted in China indicated that social disinterest was associated with social, school and psychological problems. The purpose of this one-year longitudinal study was to examine the moderating effects of academic achievement on predictive relations between social disinterest and later peer relationships difficulties among early adolescents. Participants were 787 children (ages 10-14 years) in an urban area in P. R. China. Assessments of social disinterest, peer acceptance, peer victimization and academic achievement were obtained from peer nominations and school records. Results indicated that social disinterest negatively predicted later peer acceptance, and positively predicted later peer victimization, while academic achievement positively predicted later peer acceptance, and negatively predicted later peer victimization. The predictive relations between social disinterest and later peer relationships difficulties were moderated by academic achievement. For low-achieving children, the associations between social disinterest and later peer relationships difficulties were much stronger than that for high-achieving children. The results indicate that academic achievement may be a buffering factor that serves to protect social disinterest children from developing social problems in some degree.

Key words: social disinterest, peer acceptance, peer victimization, academic achievement

摘要： 摘要：对787名小学4年级至初中二年级学生进行一学年的追踪研究，考察社交淡漠对其后同伴接纳、同伴欺侮的预测，以及学习成绩对上述预测关系的调节效应。结果表明：（1）前测社交淡漠可以负向预测后测的同伴接纳，正向预测后测的同伴欺侮；（2）前测学习成绩可以正向预测后测的同伴接纳，负向预测后测的同伴欺侮；（3）社交淡漠对同伴接纳、同伴欺侮的预测受学习成绩的调节，较高的学习成绩会弱化社交淡漠对同伴关系不良的预测效应。这一结果表明，学习成绩可能是一种重要的缓冲因素，可以在一定程度上保护社交淡漠的青少年免受同伴的消极对待。

关键词: 社交淡漠, 同伴接纳, 同伴欺侮, 学习成绩