本文選題：害羞兒童　切入點(diǎn)：社交淡漠兒童　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：人際互動(dòng)對(duì)個(gè)體的身心發(fā)展具有重要的意義,但是,害羞兒童和社交淡漠兒童回避人際互動(dòng),這可能影響他們的人際問(wèn)題解決能力進(jìn)而導(dǎo)致其同伴關(guān)系問(wèn)題,如同伴排斥、同伴欺負(fù)等。因此,人際問(wèn)題解決能力對(duì)害羞兒童和社交淡漠兒童的發(fā)展意義重大。一般而言,人際問(wèn)題發(fā)生的情境包括發(fā)起交往情境,維持交往情境和解決沖突情境。目前研究者較多關(guān)注在解決沖突情境中,害羞兒童和社交淡漠兒童的人際問(wèn)題解決策略,但是這種單一情境很難代表兒童互動(dòng)的全部,而且也有研究表明,害羞兒童在發(fā)起和維持積極的同伴關(guān)系上有困難。因此,本研究將探究三類社會(huì)退縮兒童在面臨不同人際問(wèn)題情境時(shí)人際問(wèn)題解決策略的差異,分析在三類問(wèn)題情境中,他們?nèi)穗H問(wèn)題解決策略的數(shù)量、類型、有效性、適當(dāng)性及原因方面的特點(diǎn)與差異,這將使研究者能更加準(zhǔn)確的把握害羞兒童和社交淡漠兒童的人際問(wèn)題,從而為支持他們的發(fā)展提供理論支撐。本研究采用訪談法對(duì)306名兒童的人際問(wèn)題解決策略進(jìn)行了調(diào)查,結(jié)果發(fā)現(xiàn):(1)害羞兒童、社交淡漠兒童和非社會(huì)退縮兒童在人際問(wèn)題解決策略的數(shù)量上沒有差異;(2)在策略的類型上,三類兒童所使用的主要策略沒有差異:在發(fā)起交往和維持交往情境中,三類兒童使用最多的都是言語(yǔ)策略,在解決沖突情境中,三類兒童使用最多的都是親社會(huì)策略。在個(gè)別策略上,三類兒童表現(xiàn)出差異:在發(fā)起交往情境中,社交淡漠兒童比害羞兒童和非社會(huì)退縮兒童更多的使用“等待或放棄”策略;在維持交往情境中,害羞兒童和社交淡漠兒童比非社會(huì)退縮兒童更多的使用“等待或放棄”策略;在解決沖突情境中,三類兒童在所有策略上都不存在顯著差異;(3)在策略的有效性上,害羞兒童和社交淡漠兒童的得分顯著低于非社會(huì)退縮兒童;(4)就策略的適當(dāng)性而言,在發(fā)起交往情境中,害羞兒童和社交淡漠兒童的得分顯著低于非社會(huì)退縮兒童;在維持交往情境中,社交淡漠兒童的得分顯著低于害羞兒童和非社會(huì)退縮兒童;在解決沖突情境中,三類兒童之間沒有顯著差異;(5)就策略的原因而言,害羞兒童和社交淡漠兒童更多的使用“考慮自我”的原因,此外,社交淡漠兒童也比非社會(huì)退縮兒童更少的使用“道德規(guī)則”的原因�？傊�,害羞兒童和社交淡漠兒童在面臨人際問(wèn)題情境時(shí)其人際問(wèn)題解決策略的有效性較差;他們?cè)趹?yīng)對(duì)發(fā)起交往和維持交往的問(wèn)題時(shí)存在困難。作者對(duì)三類社會(huì)退縮兒童人際問(wèn)題解決能力的差異進(jìn)行了討論,并對(duì)改善害羞兒童和社交淡漠兒童人際問(wèn)題解決策略的方法進(jìn)行了討論。
[Abstract]:However, shy children and socially indifferent children avoid interpersonal interaction, which may affect their interpersonal problem-solving ability and lead to peer relationship problems, such as peer exclusion. Peer bullying, etc. Therefore, interpersonal problem-solving ability is of great significance to the development of shy and socially indifferent children. At present, researchers pay more attention to the interpersonal problem-solving strategies of shy children and socially indifferent children in conflict resolution situations, but this kind of single situation can hardly represent the whole of children's interaction. Some studies have also shown that shy children have difficulties in initiating and maintaining positive peer relationships. Therefore, this study will explore the differences in interpersonal problem-solving strategies among three groups of children with social withdrawal in different interpersonal problem situations. This paper analyzes the characteristics and differences in the number, type, effectiveness, appropriateness and causes of interpersonal problem-solving strategies in the three problem situations. This will enable the researchers to grasp more accurately the interpersonal problems of shy and socially indifferent children, thus providing theoretical support for their development. This study investigated 306 children's interpersonal problem-solving strategies by using interviews. The results showed that there was no difference in the number of interpersonal problem-solving strategies between shy children, socially indifferent children and non-social withdrawal children. There is no difference in the main strategies used by the three groups of children: in the context of initiating and maintaining communication, the three groups of children use most of the speech strategies, while in conflict resolution situations, the three types of children use the most speech strategies. The three types of children use the most prosocial strategies. In individual strategies, the three groups show differences: in the context of initiating communication, the socially indifferent children use more "waiting or giving" strategies than shy children and non-social withdrawal children; Shy children and socially indifferent children use "wait or give" strategies more often than non-social withdrawal children in maintaining social situations; in conflict resolution situations, There was no significant difference in all strategies among the three groups of children. (3) the scores of shy children and socially indifferent children were significantly lower than those of non-social withdrawal children in terms of strategy appropriateness, and in the context of initiating communication, the scores of shy children and socially indifferent children were significantly lower than those of non-social withdrawal children. The scores of shy children and social indifferent children were significantly lower than those of non-social withdrawal children; in maintaining social situations, the scores of social indifferent children were significantly lower than those of shy children and non-social withdrawal children; in conflict resolution situations, the scores of social indifferent children were significantly lower than those of shy children and non-social withdrawal children. There was no significant difference among the three groups of children. (5) in terms of strategic reasons, shy children and socially indifferent children were more likely to use "self-thinking" reasons, in addition, Social indifference children also use less "moral rules" than non-social withdrawal children. In short, shy children and socially indifferent children are less effective in interpersonal problem-solving strategies when faced with interpersonal problem situations. The author discusses the differences in interpersonal problem-solving abilities of three groups of children with social withdrawal. The methods of improving interpersonal problem solving strategies for shy children and socially indifferent children are also discussed.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1

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