發(fā)布時(shí)間：2018-10-23 20:35

【摘要】：為探索中學(xué)生共情能力的整體狀況,以及家庭環(huán)境、學(xué)校環(huán)境與中學(xué)生共情能力之間的關(guān)系,本研究主要采用家庭環(huán)境量表(FES-CV)、學(xué)生學(xué)校環(huán)境問(wèn)卷和基本移情量表(BES)進(jìn)行問(wèn)卷調(diào)查,對(duì)初一、初二、高一、高二四個(gè)年級(jí)采用分層抽樣法,抽取江華及白芒營(yíng)1474名在校中學(xué)生為研究對(duì)象,對(duì)中學(xué)生共情能力的現(xiàn)狀及與家庭環(huán)境、學(xué)校環(huán)境的關(guān)系進(jìn)行分析和探討。研究結(jié)果表明： (1)女生的共情能力均優(yōu)于男生,并且存在顯著差異(t=11.170,p.001)；中學(xué)生的認(rèn)知共情能力(F=5.261,p.001)和共情總分(F=3.009,p.05)在年級(jí)上存在顯著差異。 (2)性別與居住地對(duì)獨(dú)立性(F=7.67,p.01)、成功性(F=7.40,p.01)與知識(shí)性(F=4.38,p.05)的交互作用顯著；是否獨(dú)生與居住地對(duì)知識(shí)性(F=7.01,p.01)和組織性(F=5.86,p.05)的交互作用顯著； (3)中學(xué)生的各類(lèi)共情能力與家庭環(huán)境的親密度(r(CE)=-.060, p.05)、知識(shí)性(r(BTS)=-.059,P.05)、成功性(r(AE)=-.052,p.05)、組織性(r(AE)=-.055,p.05;r(CE)=-.108,p.001;r(BTS)=-.096,p.001)和控制性因子r(CE)=-.069,p.01;r(BTS)=-.054,p.05顯著相關(guān),與學(xué)校環(huán)境的各個(gè)維度顯著相關(guān)；并能被家庭環(huán)境和學(xué)校環(huán)境的部分因子預(yù)測(cè)。 (4)家庭環(huán)境中的知識(shí)性、組織性、控制性和學(xué)校環(huán)境中的同伴關(guān)系、課堂氣氛、物質(zhì)環(huán)境、規(guī)章制度直接影響青少年的認(rèn)知共情(AE)；家環(huán)境中的親密度和知識(shí)性和學(xué)校環(huán)境中的師生關(guān)系、同伴關(guān)系及規(guī)章制度直接影響青少年的情感共情(CE)。 結(jié)論：共情能力存在性別差異,女生共情能力優(yōu)于男生；家庭環(huán)境中部分因子和學(xué)校環(huán)境五個(gè)因子對(duì)中學(xué)生的共情能力有影響。
[Abstract]:In order to explore the overall situation of empathy ability of middle school students, and the relationship between family environment, school environment and empathy ability of middle school students, This research mainly uses the family environment scale (FES-CV), the student school environment questionnaire and the basic empathy scale (BES) to carry on the questionnaire survey, uses the stratified sampling method to the first grade, the second grade, the high school grade one, the second grade, the senior grade four grades. Taking Jiang Hua and 1474 middle school students in Baimanying as the research objects, the present situation of students' empathy ability and their relationship with family environment and school environment were analyzed and discussed. The results showed that: (1) the empathy ability of girls was better than that of boys, and there was significant difference (t 11.170 p. 001); The cognitive empathy ability of middle school students (FF5. 261 p. 001) and the total score of empathy (FF3. 009 p. 05) were significantly different in grade. (2) gender and place of residence had significant interaction with independence (F7. 67 p. 01), success (FG. 7. 40 p. 01) and knowledge (F4. 38 p. 05); The interaction between the single child and the place of residence on knowledge (FN 7.01 p. 01) and organization (FV 5.86 p. 05) was significant; (3) (r (CE) = -.060, p. 05), intellectual (r (BTS) = -.059p. 05), successful (r (AE) = -.052p. 05), organizational (r (AE) = -0555p. 05nr (CE) = -108p. 001r (BTS) = -096p. 001) and controlling factor r (CE) = -.094p. 01r (BTS) = -054p. 05, significantly correlated with each dimension of school environment; And can be predicted by some factors of family environment and school environment. (4) knowledge, organization, control and peer relationship in school environment, classroom atmosphere, material environment, The rules and regulations directly affect the affinity and knowledge in the (AE); home environment and the teacher-student relationship in the school environment, and the peer relationship and the rules and regulations directly affect the emotional empathy (CE). Of the teenagers. Conclusion: the empathy ability of girls is better than that of boys, and some factors of family environment and school environment have influence on the empathy ability of middle school students.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：G635.5;G449

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