【摘要】：親社會(huì)行為是指一切對(duì)他人或社會(huì)有益的行為,它有利于社會(huì)和諧與穩(wěn)定,是人與人之間和諧相處必不可少的因素。親社會(huì)行為研究從二十世紀(jì)六七十年代開始盛行。前人有關(guān)親社會(huì)行為的研究成果頗豐,主要探索了親社會(huì)行為的起源、本質(zhì)以及影響因素,總結(jié)影響因素大致分為內(nèi)因和外因兩個(gè)維度,但多數(shù)研究只涉及其中一個(gè)維度,本研究選取外因(游戲方式)和內(nèi)因(情緒理解能力)兩個(gè)維度,用以考察與幼兒親社會(huì)行為的關(guān)系,并對(duì)親社會(huì)行為劃分類型,分為幫助、安慰和分享。研究一探究不同的游戲方式(外因)對(duì)幼兒親社會(huì)行為的影響,采用2 (游戲方式:合作和競(jìng)爭(zhēng))*2 (年齡)的實(shí)驗(yàn)設(shè)計(jì),將4-5歲的幼兒隨機(jī)分配到合作和競(jìng)爭(zhēng)兩種游戲方式中,接著用情景模擬的方法測(cè)得不同游戲方式干預(yù)后其幫助、安慰和分享三種親社會(huì)行為。研究結(jié)果顯示:(1)年齡對(duì)親社會(huì)行為產(chǎn)生顯著影響,隨著年齡增加,親社會(huì)行為顯著增加。(2)游戲方式對(duì)親社會(huì)行為產(chǎn)生顯著影響,合作的游戲方式相比于競(jìng)爭(zhēng)的游戲方式,幼兒出現(xiàn)更多的親社會(huì)行為。(3)幫助、安慰和分享行為相互獨(dú)立,出現(xiàn)頻率從高到低分別是幫助、分享和安慰。(4)游戲方式和親社會(huì)行為類型存在交互作用,游戲方式對(duì)安慰和分享影響顯著,對(duì)幫助影響不顯著;合作和競(jìng)爭(zhēng)方式下,幫助、安慰和分享兩兩相關(guān)顯著。研究二在研究一的基礎(chǔ)上,采用Denham(1986)的改編范式,用情緒情景識(shí)別、基于愿望的情緒理解和基于信念的情緒理解三個(gè)任務(wù)來(lái)測(cè)得幼兒的情緒理解能力,從而探究情緒理解能力與幼兒親社會(huì)行為的關(guān)系。結(jié)果顯示:(1)四種表情的情景識(shí)別(高興、傷心、害怕和生氣)存在顯著差異,高興、害怕的識(shí)別顯著高于生氣和傷心;基于信念的情緒理解發(fā)展晚于基于愿望的情緒理解。(2)游戲方式對(duì)情緒理解能力影響不顯著,情緒理解能力相對(duì)穩(wěn)定。(3)情緒理解能力和親社會(huì)行為不存在顯著正相關(guān),但是和分享存在顯著的正相關(guān)。結(jié)合研究一和研究二得出總結(jié)論:(1)游戲方式和年齡對(duì)親社會(huì)行為產(chǎn)生顯著影響,游戲方式顯著影響安慰和分享。(2)情緒理解和游戲方式兩個(gè)因素共同影響幼兒分享行為。綜上所述,本研究從外因(游戲方式)和內(nèi)因(情緒理解能力)相結(jié)合的角度,探索與4-5歲幼兒親社會(huì)行為的關(guān)系,一方面,豐富了幼兒親社會(huì)行為的影響因素理論研究,另一方面,為幼兒親社會(huì)行為的培養(yǎng)提供有力的參考依據(jù),從而更科學(xué)地引導(dǎo)幼兒發(fā)展親社會(huì)行為,促進(jìn)人格健康發(fā)展和社會(huì)和諧發(fā)展。
[Abstract]:Pro-social behavior refers to all the behaviors beneficial to others or society. It is conducive to social harmony and stability and is an indispensable factor for harmonious coexistence between people. The study of pro-social behavior began to prevail in the 1960s and 1970s. Previous researches on prosocial behavior are quite fruitful, mainly exploring the origin, essence and influencing factors of prosocial behavior, summarizing that the influencing factors are roughly divided into two dimensions: internal factor and external factor, but most studies only involve one dimension. In this study, two dimensions, external factor (play style) and internal factor (emotional comprehension ability), were selected to investigate the relationship between prosocial behavior and children's pro-social behavior, and the types of pro-social behavior were divided into help, comfort and sharing. The first study explored the effects of different play styles (external causes) on the pro-social behavior of young children, and adopted the experimental design of 2 (game style: cooperation and competition) * 2 (age). The 4-5-year-old children were randomly assigned to two kinds of games: cooperation and competition. Then the help, comfort and sharing of three kinds of pro-social behaviors were measured by scenario simulation after the intervention of different play modes. The results showed that: (1) Age had a significant effect on prosocial behavior, and with the increase of age, pro-social behavior increased significantly. (2) play style had a significant impact on prosocial behavior. Cooperative play is more pro-social behavior than competitive play. (3) help, comfort, and sharing are independent of each other, and the frequency from high to low is help. Sharing and comforting. (4) there is interaction between game style and pro-social behavior type, and play style has significant influence on comfort and sharing, but not on help; Cooperation and competition under the mode, help, comfort and sharing pairwise correlation is significant. On the basis of study one, the second study adopted the adapted paradigm of Denham (1986) to measure the emotional comprehension ability of young children with three tasks: emotional situational recognition, desire-based emotional understanding and belief-based emotional understanding. So as to explore the relationship between emotional understanding ability and children's pro-social behavior. The results showed that: (1) there were significant differences in scene recognition (happy, sad, afraid and angry) among the four expressions, and the recognition of happiness and fear was significantly higher than that of anger and sadness; Belief-based emotional understanding develops later than desire-based emotional understanding. (2) Game style has no significant impact on emotional comprehension. Emotional comprehension ability is relatively stable. (3) there is no significant positive correlation between emotional understanding ability and pro-social behavior, but there is significant positive correlation between emotional understanding ability and sharing. Combined with study 1 and study 2, the conclusion is drawn as follows: (1) play style and age have a significant impact on prosocial behavior. Play style significantly affects comfort and sharing. (2) emotional understanding and play style affect children's sharing behavior. To sum up, this study explores the relationship between pro-social behavior and 4-5-year-old children from the angle of combination of external causes (play style) and internal factors (emotional comprehension ability). On the one hand, it enriches the theoretical research on the influencing factors of children's pro-social behavior. On the other hand, it provides a powerful reference for the cultivation of children's pro-social behavior, so as to guide children to develop pro-social behavior more scientifically, to promote the healthy development of personality and the harmonious development of society.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.12

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相關(guān)期刊論文 前10條

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本文編號(hào)：2463468