中文摘要：

采用整群抽样法选取1806名小学儿童（平均年龄11．27-0．36岁）为被试，考察同伴拒绝、侵害两种同伴关系不利与儿童攻击行为间的关系、以及儿童的自我概念与同伴信念在其中的中介作用。结果发现，（1）同伴拒绝、侵害与儿童的身体攻击、关系攻击显著正相关，与儿童的自我概念、同伴信念显著负相关，自我概念、同伴信念与两类攻击显著相关。（2）同伴拒绝、关系侵害对身体攻击和关系攻击具有正向预测作用；身体侵害仅对身体攻击具有正向预测作用，对关系攻击无显著影响。（3）儿童的身体自我概念、社交自我概念及同伴信念在同伴拒绝、同伴侵害与攻击的联系中具有中介作用。本研究结果表明，同伴拒绝对儿童的身体攻击、关系攻击主要表现为直接效应，不同类型的侵害经历与儿童攻击间的联系存在类型特定性。

英文摘要：

The development and control of childhood aggression have been among topics that received the most attentions from researchers for more than half a century, and in research on aggression, exploration of the correlated risk factors and mechanisms of aggression is one of the most important tasks. Research indicated that peer rejection and peer victimization, forms of peer relationship adversities, were predictive of children＇s aggression. There are correlations between peer rejection and victimization, so in investigating associations between peer relationship adversities and children＇s aggression, it is important to include both the two forms of peer relationship adversities in the statistical models so that the unique associations may be tested. There are physical and relational forms in both aggression and peer victimization, and recent theoretical perspectives recognize the specificity of associations between certain types of peer experience and children＇s adjustment. Accordingly, research on the associations between peer victimization and aggression should take both of the two forms of victimization and aggression into consideration, so as to examine whether there are type specificity in associations between victimization and aggression. As there are associations between peer relationship adversities and children＇s aggression, then, we would like to ask which factors and mechanisms are involved in these associations. According to the social information processing （SIP） model, not only deficits in SIP steps but also social knowledge play a role in the development of children＇s aggression. The existing studies have examined the mediating roles of SIP steps in the association between peer rejection or victimization and children＇s aggression, but little is known about the possibly mediating role of children＇s social knowledge such as the self - peer representation in the association between peer relationship adversity and aggression. The current study was to explore the association between both t