本文關(guān)鍵詞： 小學(xué)兒童 妒忌 發(fā)展 堅(jiān)持性　出處：《蘇州大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：近年來，有關(guān)自我意識(shí)情緒研究的數(shù)量穩(wěn)步上升，妒忌情緒作為自我意識(shí)情緒的一種也得到更廣泛的重視，尤其在國內(nèi)，妒忌引發(fā)的案件引起人們高度重視，社會(huì)對(duì)妒忌研究的呼聲也此起彼伏。妒忌情緒的發(fā)生發(fā)展以及它的作用機(jī)制引起人們熱烈討論，，本研究擬探討小學(xué)兒童妒忌情緒的發(fā)展特點(diǎn)及妒忌情緒對(duì)堅(jiān)持性的影響。 本研究首先就國內(nèi)外有關(guān)妒忌含義的界定，妒忌的相關(guān)研究以及妒忌的研究方法進(jìn)行詳細(xì)系統(tǒng)的描述，又對(duì)情緒與堅(jiān)持性的關(guān)系進(jìn)行陳述，緊接著在以往研究的基礎(chǔ)上進(jìn)行了三個(gè)研究，分別探討小學(xué)兒童妒忌的發(fā)展特點(diǎn)以及妒忌情緒對(duì)堅(jiān)持性的影響。 在研究一中，以177名水河小學(xué)3-5年級(jí)兒童為群體一，以133名王臺(tái)小學(xué)3-5年級(jí)兒童為群體二。在群體一中收集妒忌有關(guān)的情境故事，編寫妒忌測驗(yàn)材料，共14個(gè)故事；由群體二進(jìn)行驗(yàn)證，最終確定測量材料，有8個(gè)情境故事。結(jié)果發(fā)現(xiàn)：（1）收集的妒忌情境故事來自小學(xué)生真實(shí)生活，并具有代表性。（2）小學(xué)兒童的妒忌可發(fā)生于多個(gè)地點(diǎn)，比如學(xué)校、家庭和其他環(huán)境下，主要發(fā)生在學(xué)校環(huán)境里，而學(xué)校妒忌又多涉及學(xué)業(yè)方面，少部分發(fā)生在老師對(duì)其他同學(xué)的認(rèn)可和伙伴對(duì)其他同學(xué)的認(rèn)可情境中；還有一部分發(fā)生在家庭環(huán)境下，而家庭妒忌多涉及家庭生活富裕方面，少部分發(fā)生在父母偏愛和父母夸獎(jiǎng)他人的情境下；最后一少部分發(fā)生在其他環(huán)境下，具體涉及外貌妒忌、品行妒忌和游戲妒忌。（3）在編制的故事情境下，兒童能感受到和妒忌相關(guān)的體驗(yàn)，測試可以用于小學(xué)生妒忌情緒的測量。 在研究二中，以343名3-5年級(jí)小學(xué)兒童為被試，用研究一編制的妒忌情緒測量材料測量被試的妒忌程度，進(jìn)而探討小學(xué)生妒忌程度的發(fā)展特點(diǎn)。結(jié)果顯示：（1）3個(gè)年級(jí)妒忌程度最高的情境地點(diǎn)在家庭，但是3年級(jí)家庭與學(xué)校環(huán)境下的妒忌差異不顯著。3個(gè)年級(jí)學(xué)校和其他情境下的妒忌差異都不顯著。（2）學(xué)校情境下，4、5年級(jí)男生妒忌顯著比女生高，3年級(jí)無性別差異。在男生群體中，5年級(jí)顯著比4年級(jí)得分高，3和5、3和4無顯著差異。在女生群體中，3年級(jí)妒忌最高，4、5年級(jí)差異不顯著。（3）在家庭環(huán)境中，男孩群體妒忌隨年級(jí)升高沒有顯著變化，女孩群體妒忌中4年級(jí)妒忌最弱，3和5年級(jí)差異不顯著。4年級(jí)群體中，男生比女生妒忌強(qiáng)，3和5年級(jí)妒忌的性別差異不顯著。（4）在其他情境下，男生妒忌比女生強(qiáng)，4年級(jí)較3年級(jí)妒忌有顯著的減弱，3和5、4和5年級(jí)都沒有顯著差異。 在研究三中，以情緒狀態(tài)和性別為自變量，堅(jiān)持性為因變量進(jìn)行實(shí)驗(yàn)，以考察妒忌情緒對(duì)堅(jiān)持性的影響。其中實(shí)驗(yàn)組用回憶妒忌經(jīng)歷法誘發(fā)妒忌情緒，以83名小學(xué)5年級(jí)學(xué)生為被試進(jìn)行實(shí)驗(yàn)，結(jié)果發(fā)現(xiàn)：（1）5年級(jí)小學(xué)兒童的堅(jiān)持性沒有性別差異。（2）5年級(jí)小學(xué)兒童引發(fā)妒忌組比控制組堅(jiān)持性高。
[Abstract]:In recent years, the number of self-conscious emotion research has risen steadily, jealousy as a kind of self-conscious emotion has also been paid more attention to, especially in China, the case caused by jealousy caused great attention. The voices of the society on the study of jealousy are also incessant. The occurrence and development of jealousy and its mechanism of action have aroused heated discussion. The purpose of this study was to explore the developmental characteristics of jealousy in primary school children and the influence of jealousy on persistence. This study first of all on the definition of jealousy at home and abroad, jealousy related research and jealousy research methods for a detailed and systematic description, and the relationship between emotion and persistence are described. Then three studies were carried out on the basis of previous studies to explore the developmental characteristics of jealousy in primary school children and the influence of jealousy on persistence. In the first middle school, 177 children in grade 3-5 of Shuihe primary school were taken as group one and 133 children in grade 3-5 of Wangtai primary school as group two. The contextual stories about jealousy were collected in group one. Preparation of jealousy test materials, 14 stories; The results showed that there were 8 situational stories. The results showed that the jealousy stories collected by 1) came from the real life of primary school students. The jealousy of primary school children can occur in many places, such as school, family and other environments, mainly in the school environment, and school jealousy involves academic aspects. A few of them occur in the situation of teachers' recognition of other students and their partners' recognition of other students. Some of them occurred in the family environment, and the family envy mostly related to the family life rich aspect, and a few part occurred in the situation of parents' preference and parents' praise others; The last few occur in other settings, specifically involving physical jealousy, moral jealousy and game jealousy.) in the story context, children can feel the experience associated with jealousy. The test can be used to measure the jealousy of pupils. In study 2, 343 primary school children of grade 3-5 were used to measure the degree of jealousy by using the jealousy measurement materials compiled by study 1. The result shows that the highest degree of jealousy in 3 grades is at home. However, there was no significant difference in jealousy between the third grade family and the school environment. There was no significant difference in jealousy between the three grade schools and other situations. (2) in the school context, the jealousy of the boys in grade 4 and grade 5 was significantly higher than that of the girls. There was no gender difference between grade 3 and grade 3. There was no significant difference in scores of grade 5 and grade 4 between grade 5 and grade 4 among boys, but there was no significant difference between grade 3 and grade 4 in female students. In the family environment, there was no significant change in the male group jealousy with the increase of grade, but there was no significant difference between the fourth grade group and the fifth grade group in the fourth grade group and the fifth grade group. There was no significant difference in male jealousy between Grade 3 and Grade 5. In other situations, male jealousy was significantly weaker than that in Grade 4 and Grade 3. There was no significant difference between grade 4 and grade 5. In the third study, the emotional state and sex as independent variables, persistence as dependent variables to investigate the impact of jealousy on persistence. Eighty-three pupils in grade 5 of primary school were selected as subjects. The results showed that there was no gender difference in the persistence of children in grade 5 of grade 1: 1. The group of jealousy in grade 5 was more persistent than that in control group.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.6

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