本文關(guān)鍵詞：問題行為青少年反思自我評價的記憶效應(yīng)　出處：《江西師范大學》2015年碩士論文　論文類型：學位論文

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【摘要】：青少年處在青春期的特殊階段,一方面,自我意識發(fā)展迅速,心理發(fā)展中易產(chǎn)生矛盾,是問題行為普遍存在的年齡階段。另一方面,青少年十分注重別人對自己的看法,反思自我評價即自己認為別人是如何看待自己的,并且反思自我評價對青少年的行為有一定的預(yù)示作用。那么,具有問題行為的青少年的反思自我評價是否會表現(xiàn)出一定的特點,本研究希望通過自我記憶效應(yīng)的實驗來探討這一問題,從而探尋一種有效的教育方法——通過改變重要他人的評價來達到減少青少年問題行為的目的。由于國內(nèi)相關(guān)研究較少,本研究對教育實踐活動的展開具有一定現(xiàn)實的意義。本文采取問卷調(diào)查法和實驗法,在某中學和中職學校隨機抽取198名學生作為研究對象,以符號互動理論為基礎(chǔ),探討具有問題行為的青少年和問題行為較少的青少年對不同重要他人對他們的正負向評價的記憶正確率差異,通過對數(shù)據(jù)處理和分析后得出以下一些有意義的結(jié)論:(1)青少年問題行為普遍存在,其中學習適應(yīng)不良、神經(jīng)質(zhì)和考試焦慮較多,攻擊、違紀、退縮行為相對較少,問題行為在性別和家庭結(jié)構(gòu)上存在顯著差異。(2)青少年對五類評價人的在意程度由高到低分別為:母親和父親、好友、老師、同學。青少年對五類評價人的親密度由高到低分別為:好友、母親、父親、同學、老師。(3)問題行為高分組青少年的反思自我評價顯著低于低分組。兩組青少年對好友和同學的反思自我評價顯著高于對母親、父親和老師,并且他們的反思自我評價在性別上存在顯著差異。(4)青少年的反思自我評價與各類問題行為存在不同程度的相關(guān)關(guān)系,并且反思自我評價對問題行為有負向預(yù)測作用。(5)問題行為高分組與低分組青少年對好友的正向和老師的負向反思自我評價出現(xiàn)了記憶優(yōu)勢效應(yīng)。問題行為低分組青少年對同學和老師的正向和對母親的負向反思自我評價出現(xiàn)了記憶優(yōu)勢效應(yīng)。問題行為低分組青少年的反思自我評價的記憶正確率在性別上存在顯著差異,女生明顯優(yōu)于男生。因此,對于問題行為較多的青少年,對其的教育方式要具有針對性,多給予激勵,重視他們的感受,親子與師生之間增加溝通,只有學校和家庭共同努力才能促使青少年問題行為的減少,使他們健康發(fā)展。
[Abstract]:Teenagers are in the special stage of adolescence. On the one hand, self-consciousness develops rapidly, and the psychological development is prone to contradictions, which is the common age stage of problematic behavior. On the other hand. Teenagers pay great attention to other people's views on their own, reflect on self-evaluation, that is, how they think others think of themselves, and reflect that self-evaluation has a certain predictive effect on the behavior of teenagers. Whether the reflective self-evaluation of adolescents with problematic behavior will show certain characteristics, this study hopes to explore this problem through the experiment of self-memory effect. In order to explore an effective education method-by changing the evaluation of important others to achieve the goal of reducing adolescent problem behavior. This study is of practical significance to the development of educational practice. This paper adopts questionnaire and experimental methods to select 198 students randomly from a middle school and a secondary vocational school as the research object. Based on the theory of symbolic interaction, this paper explores the difference of memory accuracy between adolescents with problem behavior and adolescents with less problem behavior for different important others' positive and negative evaluation of them. Through the data processing and analysis, some meaningful conclusions can be drawn as follows: (1) the behavior of youth problems is common, among which learning adaptation, neuroticism and test anxiety are more, aggression, violation of discipline. There are significant differences between gender and family structure in problem behavior. (2) the attention of adolescents to the five types of evaluators is from high to low: mother and father, good friend, teacher. Students. Adolescents of the five types of evaluation of people from high to low affinity is: friends, mothers, fathers, classmates. The reflective self-evaluation of adolescents in the high score group was significantly lower than that in the low group, and the reflective self-evaluation of friends and classmates in the two groups was significantly higher than that of the mother, father and teacher. And their reflective self-evaluation has significant gender differences. (4) adolescents' reflective self-evaluation and various types of problem behavior have different degrees of correlation. And reflect on the negative predictive effect of self-evaluation on problem behavior. The high score group of problem behavior and the low group adolescents had positive reflection on their friends and negative reflection on their teachers. There was a memory advantage effect on the self-evaluation of the students and teachers and the negative reflection on the mother of the students and teachers of the adolescents with the low group of problem behavior. Self-evaluation has the effect of memory advantage. There are significant differences in the correct rate of self-evaluation of self-evaluation in gender. Girls are obviously superior to boys. Therefore, for adolescents with more problematic behavior, their education methods should be targeted, more incentives, attach importance to their feelings, parents and children and teachers and students to increase communication. Only the joint efforts of schools and families can reduce the behavior of adolescents and make them develop healthily.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：B844.2

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本文編號：1439050