Research on children's social information processing (SIP) has mainly focused on negative attributions in peer provocation and rejection situations. The potential of balanced attributions—attributing both positive and negative intent—and of positive attributions has not been explored. We conducted a series of regressions to examine balanced, positive, and negative attributions and links to affective response and socioemotional functioning in 8 to 12 year old (M = 10.30; SD = 1.09; N = 111) that were clinic‐referred for disruptive behavior. Children's responses to hypothetical situations resulting in ambiguous‐positive and ambiguous‐negative situations were coded for positive, negative, or balanced attribution or affect. Caregivers reported on children's social and emotional functioning. Results indicated that a proportion of children (21.6%) made at least one balanced attribution in both types of situations. Affective responses tended to be in line with attribution style, with positive attribution linked to positive affect, balanced attribution linked to mixed affect, and negative attribution linked to negative affect. Children making positive attributions in ambiguous‐positive situations and balanced attributions across situations tended to have less negative functioning and more positive functioning. Reconsideration of attribution coding schemes to include balanced and positive attributions may guide theoretically important and novel directions in SIP research.

中文翻译：

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平衡，正面和负面归因：对具有破坏性行为的儿童的新型归因编码系统以及相关的情感和社会行为的初步调查

对儿童的社会信息处理（SIP）的研究主要集中在同伴挑衅和拒绝情况下的负面归因。尚未探讨平衡归因（包括正面和负面意图）以及正面归因的潜力。我们进行了一系列回归分析，研究了8到12岁之间均衡，积极和消极的归因以及与情感反应和社会情感功能的联系（M  = 10.30；SD  = 1.09；N = 111）的临床行为被称为破坏性行为。儿童对假设情景导致歧义阳性和歧义阴性情景的反应被编码为积极，消极或平衡的归因或情感。照顾者报告了儿童的社交和情感功能。结果表明，在两种情况下，一定比例的儿童（21.6％）至少具有一个平衡的归因。情感反应倾向于与归因方式一致，积极归因与积极情感相关，平衡归因与混合情感相关，消极归因与负面情感相关。在模棱两可的情况下，儿童具有积极的归因，而在各种情况下，儿童的平衡归因于儿童，他们的负向功能较少，正向功能较多。