Satisfaction and frustration of the basic psychological need for relatedness have been postulated to play a vital role for affective well-being. Yet, this prediction has not been thoroughly tested in schoolchildren's everyday lives. In this work, we examined the association between relatedness satisfaction and frustration at school on daily and average positive affect (PA) and negative affect (NA) using ambulatory assessment in three intensive longitudinal studies with children aged 9-12 (total N = 317). In Study 1, 4th to 6th graders reported their PA and NA 2 times daily and their relatedness satisfaction and frustration once a day for 2 weeks. In Study 2 and Study 3, 4th graders and 5th graders, respectively, reported their PA and NA 4 times daily and their relatedness satisfaction and frustration once a day for 4 weeks. Across the 3 studies, relatedness satisfaction and frustration were psychometrically separable and exhibited differential effects such that relatedness satisfaction was significantly associated primarily with PA, and relatedness frustration was significantly associated only with NA at between- and within-person levels. Explaining interindividual differences suggested that the association between daily relatedness and affective well-being was weaker for generally highly integrated children and stronger for usually rather excluded children. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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同伴关系的光明与黑暗面：在学校，亲戚关系的满足感和沮丧对孩子的情感幸福感的影响不同。

据推测，对基本的相关性心理的满足和沮丧对情感幸福感起着至关重要的作用。但是，这一预测尚未在小学生的日常生活中得到彻底检验。在这项工作中，我们在三个年龄在9至12岁的儿童中进行了三项深入的纵向研究（总N = 317），通过动态评估评估了学校的日常满意度和平均积极影响（PA）和负面影响（NA）的相关性满意度和挫败感之间的联系。 。在研究1中，四年级至六年级的学生每天两次报告其PA和NA，并在2周内每天一次报告其满意度和沮丧感。在研究2和研究3中，四年级和五年级的学生分别每天报告4次PA和NA，并在4周内每天报告一次他们的亲和力和沮丧感。在这3项研究中，从心理上讲，亲戚满意度和挫败感是可分离的，并且表现出不同的影响，因此亲戚满意度主要与PA显着相关，而亲戚挫败感仅与人与人之间的NA显着相关。解释个体之间的差异表明，通常高度整合的儿童的日常关联性与情感幸福感之间的关联较弱，而通常被排斥的儿童则更强。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。亲戚挫败感仅与人际和人际水平的NA显着相关。解释个体之间的差异表明，通常高度整合的儿童的日常关联性与情感幸福感之间的关联较弱，而通常被排斥的儿童则更强。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。亲戚挫折感仅与人际和人际水平的NA显着相关。解释个体之间的差异表明，通常高度整合的儿童的日常关联性与情感幸福感之间的关联较弱，而通常被排斥的儿童则更强。（PsycInfo数据库记录（c）2020 APA，保留所有权利）。