本文選題：親社會(huì)行為　切入點(diǎn)：依戀　出處：《寧波大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：親社會(huì)行為是指符合社會(huì)期望并對他人、集體有益的志愿行為,其發(fā)展水平是判斷青少年社會(huì)適應(yīng)是否良好的重要指標(biāo)。依據(jù)生態(tài)系統(tǒng)發(fā)展理論和依戀理論,父親依戀、母親依戀、同伴依戀和師生依戀的質(zhì)量高低與青少年親社會(huì)行為的發(fā)展有密切的關(guān)聯(lián)。此外,依據(jù)依戀理論的內(nèi)部工作模型,個(gè)體對自己價(jià)值的認(rèn)知是青少年親社會(huì)行為的重要影響因素。然而,現(xiàn)有研究只單獨(dú)探討了母親依戀、父親依戀、同伴依戀、師生依戀或自尊對親社會(huì)行為的影響作用,本研究考慮到人作為一個(gè)社會(huì)人,其心理與行為發(fā)展是個(gè)體與環(huán)境及環(huán)境中的重要他人相互作用的結(jié)果。據(jù)此,本研究將綜合探討母親依戀、父親依戀、同伴依戀、師生依戀、自尊對親社會(huì)行為的影響。為了探討初中生親社會(huì)行為的特點(diǎn),檢驗(yàn)?zāi)赣H依戀、父親依戀、同伴依戀與師生依戀對親社會(huì)行為的獨(dú)特效應(yīng),并進(jìn)一步檢驗(yàn)初中生母親依戀和父親依戀對其親社會(huì)行為的影響以及同伴依戀、師生依戀和自尊在它們之間所起的中介作用,本研究采用問卷調(diào)查的方法調(diào)查了寧波市某中學(xué)325名初中生,主要結(jié)果如下:(1)親社會(huì)行為在性別上存在的顯著差異,但在年級上不存在顯著差異。母親依戀、父親依戀與師生依戀在性別上不存在顯著差異,而同伴依戀存在邊緣顯著。母親依戀、父親依戀與同伴依戀在年級上不存在顯著差異,而師生依戀顯著差異。自尊在性別和年級上不存在顯著差異。(2)母親依戀、父親依戀、同伴依戀與師生依戀質(zhì)量越好,初中生的自尊水平越高,其表現(xiàn)出來的親社會(huì)行為越多。(3)母親和同伴依戀對親社會(huì)行為的獨(dú)特效應(yīng)顯著,但父親和師生依戀的獨(dú)特效應(yīng)不顯著,且同伴依戀的解釋量明顯高于母親依戀,但兩者并不存在顯著差異。(4)同伴依戀、母親依戀、自尊依次顯著預(yù)測初中生的親社會(huì)行為。(5)母親依戀和父親依戀間接影響初中生親社會(huì)行為,同伴依戀、師生依戀、自尊在它們之間起中介作用,通過的路徑有三條,分別是“母親依戀→自尊→親社會(huì)行為”、“母親依戀/父親依戀→同伴依戀→親社會(huì)行為”與“母親依戀/父親依戀→同伴依戀/師生依戀→自尊→親社會(huì)行為”。
[Abstract]:Prosocial behavior refers to the social expectation and beneficial to others, collective voluntary behavior, its development level is an important index to judge the adolescent social adaptation is good. According to the ecological system development theory and the theory of attachment, father attachment, mother attachment, there is a close relationship between the development of the quality of Teachers and students and youth peer attachment and attachment of the pro social behavior. In addition, based on the internal working models of attachment theory, cognition of their value is an important factor influencing adolescents' prosocial behavior. However, the existing research only discusses mother attachment, father attachment, peer attachment, teacher-student attachment or effects of self esteem on prosocial behavior, this study considers people as a social person, their psychological and behavioral development of others is an important individual and environment and environment interaction results. Accordingly, this study will explore the comprehensive mother Attachment, father attachment, peer attachment, teacher attachment, self-esteem influenced prosocial behavior. In order to explore the characteristics of junior high school students' prosocial behavior test, mother attachment, father attachment, peer attachment and unique effects of teacher attachment on prosocial behavior, and further test the junior middle school students' attachment of mother and father attachment to its influence prosocial behavior and peer attachment, the mediating role of teacher-student attachment and self-esteem plays in between them, this study adopts the method of questionnaire to a middle school of Ningbo City 325 junior high school students. The main results are as follows: (1) there are significant differences of prosocial behavior in sex, but no significant differences in grade. Mother attachment, father attachment and teacher attachment there is no significant difference in sex, and peer attachment edge significantly. Mother attachment, father attachment and peer attachment in grade there is no significant difference Different, but significant differences in self-esteem of attachment between teachers and students. There is no significant difference in gender and grade. (2) mother attachment, father attachment, peer attachment and teacher attachment quality is better, the higher the level of self-esteem of junior high school students, show their prosocial behavior more. (3) mother and with unique effect on the attachment prosocial behavior is significant, but the unique effect of father and teacher attachment is not significant, and the interpretation of peer attachment was significantly higher than that of mother attachment, but there does not exist a significant difference. (4) peer attachment, mother attachment and self-esteem are significantly predicted early in the pro social behavior. (5) attachment of mother and father attachment the indirect effect of junior high school students' prosocial behavior, peer attachment, teacher attachment, self-esteem plays an intermediary role between them, through three ways, namely "mother attachment, self esteem and prosocial behavior", "mother / father attachment, peer attachment Attachment to prosocial behavior and mother attachment / father attachment, peer attachment / teacher-student attachment, self-esteem and pro social behavior.

【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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