Contacts Together, the 42 participa

联系人在一起，此样本中的42位参与者添加了1195个唯一的联系人。添加联系人时，参与者可以选择一种以上的关系。根据关系类型和他们所属的社会群体（例如，运动队，学校班级，教会群体），几乎所有联系人都可以归因于三个社会环境之一（家庭，学校同龄人或校外同龄人） ，对等组）。接触者中只有一小部分是教师，成年邻居或宠物，由于无法将其归因于重点关注的环境之一（2.9％，35位接触者），因此未进行进一步分析。此外，在315例（26.4％）的情况下，每个联系人都收到了双重关系类型代码，大部分（241次）包括同学和朋友的同时关系。这些联系归因于学校环境，<br> <br><br>多成员）。这是通过对归因于社会群体的标签的解释来确定的（例如，“曲棍球队”指的是校外群体）。总共有14个联系人归因于学校和校外环境，其中5个联系人既是家庭成员，又属于校外同伴环境，其中一个联系人是家庭和学校同伴环境的一部分。 。

Contacts Together, the 42 participants in this sample added 1195 unique contacts. When adding contacts, participants were able to select more than one type of relation. Almost all contacts could be attributed to one of the three social contexts (family, school peers, or out-of- school peers) based on the relation type and the social groups they belonged to (e.g., sport team, school class, church group, peer group). A very small part of the contacts were teachers, adult neighbors, or pets, which were excluded from further analyses as they could not be attributed to one of the contexts in focus (2.9%, 35 contacts). Furthermore, in 315 cases (26.4%), individual contacts received a double relation-type code, mostly (241 times) including the simultaneous relation of classmate and friend. These contacts were attributed to the school context, except when they belonged to both an in- and out-of-school social group (i.e.,<br> <br><br>multimembership). This was determined through interpretation of the label that was attributed to the social group (e.g., “hockey team” refers to an out-of-school group). In total, 14 contacts were attributed to both the school and out-of-school contexts, five contacts were both family member and belonged to the out-of-school peer context, and one contact was part of both the family and school peer contexts.

在这个样本中，共有42名参与者添加了1195个独特的联系人。添加联系人时，参与者可以选择多个类型的关系。根据关系类型和所属的社会群体（如运动队、学校班级、教会团体、同伴团体），几乎所有的接触都可以归因于三种社会背景之一（家庭、学校同龄人或校外同龄人）。很小一部分的接触者是教师、成年邻居或宠物，由于他们不能归因于某个特定的背景（2.9%，35个接触者），因此被排除在进一步的分析之外。此外，在315例（26.4%）中，个体接触者收到了双重关系类型码，大多数（241次）包括同学和朋友的同时关系。这些接触被归因于学校环境，除了他们同时属于校内和校外社会团体（即。，<br>多成员制）。这是通过解释归属于社会群体的标签来确定的（例如，“曲棍球队”是指校外群体）。共有14个接触被归因于学校和校外环境，5个接触都是家庭成员，属于校外同伴环境，1个接触是家庭和校外同伴环境的一部分。<br>