本文選題：初中生 + 內(nèi)疚��； 參考：《華東師范大學(xué)》2011年碩士論文

【摘要】：當(dāng)我們認(rèn)為自己做錯(cuò)了事情或者傷害到了他人,就會(huì)感到的慚愧、不安、自責(zé),這就是內(nèi)疚。根據(jù)已有文獻(xiàn)分析總結(jié),發(fā)現(xiàn)誘發(fā)初中生內(nèi)疚體驗(yàn)的情景主要有同伴情景、學(xué)業(yè)情景、規(guī)則情景和家庭情景；內(nèi)疚的產(chǎn)生經(jīng)歷了結(jié)果評(píng)價(jià)、自我評(píng)價(jià)和行為歸因等心理過程,而在內(nèi)疚產(chǎn)生后,會(huì)伴隨補(bǔ)償傾向以求減少內(nèi)疚感,內(nèi)疚和這些心理過程存在著一定的因果關(guān)系。本研究采用開放式問卷面向初中各年級(jí)收集誘發(fā)內(nèi)疚的情景性事件,采用內(nèi)容分析技術(shù)探索誘發(fā)初中生內(nèi)疚的情景特點(diǎn),并且依據(jù)所收集的情景進(jìn)行內(nèi)疚情景問卷的編制,然后進(jìn)行團(tuán)體施測(cè),探索內(nèi)疚和其它心理過程的特點(diǎn)及相互之間的關(guān)系。對(duì)團(tuán)體施測(cè)的數(shù)據(jù)結(jié)果采用Spss軟件進(jìn)行相應(yīng)的描述性統(tǒng)計(jì)、方差分析等,并利用Amos軟件對(duì)內(nèi)疚心理過程進(jìn)行結(jié)構(gòu)方程模型分析,得出以下結(jié)果： 1、誘發(fā)內(nèi)疚的情景：總的來說,誘發(fā)初中生內(nèi)疚的情景以同伴情景為主,幾乎占了一半,學(xué)業(yè)、規(guī)則和家庭三種情景所占比重則相差不大；內(nèi)疚誘發(fā)情景在年級(jí)和性別上存在一定的差異。 2、各心理過程在情景、性別、年級(jí)上的差異： (1)除了內(nèi)疚,其它心理過程在內(nèi)疚誘發(fā)情景上均存在顯著差異； (2)內(nèi)疚和補(bǔ)償傾向在年級(jí)上存在顯著差異； (3)除了自我評(píng)價(jià),內(nèi)疚和其他心理過程在性別上均存在顯著差異 (4)內(nèi)疚、自我評(píng)價(jià)、行為歸因、補(bǔ)償傾向四個(gè)心理過程之間存在顯著差異。 3、內(nèi)疚心理過程之間存在著一定的關(guān)系,表示這些因果關(guān)系的心理過程關(guān)系模型和數(shù)據(jù)擬合良好。結(jié)果評(píng)價(jià)、自我評(píng)價(jià)和行為歸因三者之間相互關(guān)系,對(duì)內(nèi)疚有直接作用,并通過內(nèi)疚對(duì)補(bǔ)償傾向有間接的作用；自我評(píng)價(jià)和行為歸因?qū)ρa(bǔ)償傾向有直接作用。男生各心理過程之間的關(guān)系同總?cè)后w一致,但是女生表現(xiàn)出兩點(diǎn)不一致：即結(jié)果評(píng)價(jià)對(duì)補(bǔ)償傾向的直接作用不顯著,自我評(píng)價(jià)對(duì)內(nèi)疚的直接作用不顯著。
[Abstract]:When we think that we have done wrong things or hurt others, we feel ashamed, uneasy, and self remorse. This is guilt. According to the existing literature analysis, it is found that the situation of inducing junior high school students' guilt experience mainly include peer situation, academic situation, regular scene and family scene; guilt has experienced results evaluation, self evaluation. The psychological process, such as price and behavioral attribution, is accompanied by the tendency of compensation to reduce guilt after guilt is produced. Guilt and these psychological processes have certain causal relationships. This study uses an open questionnaire to collect guilt in junior high school grades and explore the guilt by content analysis technology. The situation is characterized by the compilation of the guilt situation questionnaire on the basis of the collected scenarios, and then a group survey is carried out to explore the characteristics of guilt and other psychological processes and the relationship between them. The results of the data measured by the group are analyzed by the Spss software, and the Amos software is used for the guilt psychology. Cheng's structural equation model was used to analyze the following results:
1, the situation of guilt induced: Generally speaking, the situation of inducing junior middle school students' guilt is mainly half of the peer situation, and the proportion of the three situations of school, rule and family is not quite different, and there is a certain difference between the grade and sex in the guilt induced situation.
2, the differences of psychological processes in scene, gender and grade:
(1) apart from guilt, other psychological processes were significantly different in guilt induced situations.
(2) there were significant differences in guilt and compensation tendency in grade.
(3) in addition to self-evaluation, there are significant differences in guilt and other psychological processes between genders.
(4) there are significant differences between the four psychological processes of guilt, self evaluation, behavior attribution and compensation tendency.
3, there is a certain relationship between the psychological process of guilt, the model of the psychological process relationship and the good fitting of the data. Results evaluation, the relationship between the self evaluation and the behavioral attribution of the three, the direct effect on guilt, and the indirect effect on the compensation tendency through guilt; the self evaluation and the behavior attribution to the supplement. The relationship between the psychological process of the male students is the same as that of the general group, but the girls have two differences: the direct effect of the result evaluation on the compensation tendency is not significant, and the direct effect of self evaluation on guilt is not significant.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前5條

1 丁海燕,羅艷珠;兒童自我控制發(fā)展特點(diǎn)及其制約因素探討[J];長(zhǎng)沙民政職業(yè)技術(shù)學(xué)院學(xué)報(bào);2005年01期

2 王美萍;張文新;;青少年期親子沖突與親子親合的發(fā)展特征[J];心理科學(xué);2007年05期

3 謝波,錢銘怡;中國(guó)大學(xué)生羞恥和內(nèi)疚之現(xiàn)象學(xué)差異[J];心理學(xué)報(bào);2000年01期

4 樊召鋒;俞國(guó)良;;自尊、歸因方式與內(nèi)疚和羞恥的關(guān)系研究[J];心理學(xué)探新;2008年04期

5 楊玲;樊召鋒;;中學(xué)生內(nèi)疚與羞恥差異的對(duì)比研究[J];中國(guó)心理衛(wèi)生雜志;2008年07期

相關(guān)碩士學(xué)位論文 前2條

1 高學(xué)德;反事實(shí)思維與內(nèi)疚和羞恥關(guān)系的實(shí)證研究[D];西北師范大學(xué);2006年

2 韓璽英;中學(xué)生自我意識(shí)情緒理解能力及相關(guān)因素研究[D];首都師范大學(xué);2008年

，

本文編號(hào)：1809264