中文摘要：

社会认知复杂性是描述个体社会认知结构特点的个体差异变量,作为社会认知领域的研究热点,当前却鲜有研究关注它与同伴交往的关系。本研究选取初一至高二234名中学生考察了社会认知复杂性与同伴交往之间的关系,并辅以人际交往能力、学业成就,通过结构方程模型进一步探讨了二者之间关联的路径。结果表明：（1）青少年社会认知复杂性与同伴接受、同伴拒绝、社会喜好、人际交往能力、学业成就之间存在显著相关。社会认知复杂性高的学生获得了较多的同伴接纳和社会喜好、较少的同伴拒绝,并具有较高的人际交往能力和学业成就。（2）青少年社会认知复杂性以人际交往能力和学业成就为中介变量间接影响同伴的受欢迎程度。

英文摘要：

Social cognitive complexity is a widely used concept referring to individuals＇ differences on social cognitive structure,which is an attracting topic in the field of social psychology.However,few studies have concerned the role of social cognitive complexity in adolescents＇ peer interaction.Therefore,the present study mainly examined the relationship between adolescents＇ social cognitive complexity and their peer interaction.The Role Category Questionnaire（RCQ） was adopted to measure adolescents＇ social cognitive complexity,which can provide differentiation and abstract scores simultaneously.Peer nomination technique and Interpersonal Competence Questionnaire（ICQ） were used to measure adolescents＇ peer status and interpersonal competence.The results of the latest mid-term exam were collected as the index of their academic achievement.The participants were 234 middle school students from Beijing.Using the above-mentioned instruments,the present study investigated the relationship between social cognitive complexity and peer interaction,and examined their relation paths by structural equation modeling.The results showed that（1） there were significant correlations between the two social cognitive complexity scores（differentiation and abstract） and three indexes of peer interaction,that is,peer acceptance,peer rejection and social preference.（2） There were significant differences of each social cognitive complexity score for adolescents with different peer statuses..（3） The two social cognitive complexity scores had significant correlations with four indexes of interpersonal competence（negative assertion,disclosure,emotional support and conflict management）.（4） There were significant correlations between the two social cognitive complexity scores and four indexes of academic achievement.（5） The correlations among three indexes of peer interaction,four indexes of peer interaction and four indexes of academic achievement were also statistically significant.（6） Four inde