本文選題：青少年　切入點：共情　出處：《溫州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究主要調(diào)查了青少年共情能力的發(fā)展特點及其與家庭功能、班級環(huán)境的關(guān)系,在此基礎(chǔ)上設(shè)計共情的訓(xùn)練方案,評估訓(xùn)練的實際效果。研究分為三個部分:研究一對初中生、高中生、中職生共1460名學(xué)生進行施測,調(diào)查分析了青少年共情能力現(xiàn)狀;研究二從家庭、學(xué)校兩方面探討其對青少年共情能力的影響;研究三設(shè)計一套共情訓(xùn)練方案,選取高一的兩個班級作為實驗組和對照組,采用實驗組控制組前后測設(shè)計,考察訓(xùn)練的效果如何。本研究得到以下主要結(jié)果:(1)我國青少年在IRI-C上的共情能力得分呈正態(tài)分布,青少年的認(rèn)知共情得分高于情緒共情得分,青少年的共情能力處于中等水平。(2)女生在IRI-C上的共情得分顯著高于男生。城鎮(zhèn)學(xué)生在IRI-C上的認(rèn)知共情得分顯著高于農(nóng)村學(xué)生。非獨生子女在IRI-C上情緒共情得分顯著高于獨生子女。學(xué)生干部在IRI-C上的共情得分顯著高于非學(xué)生干部。初中生、高中生在IRI-C上的共情得分顯著高于中職生。(3)青少年在IRI-C上的共情得分與FAD上的家庭功能得分、《我的班級》問卷的班級環(huán)境得分存在顯著相關(guān)關(guān)系。家庭功能、班級環(huán)境共同影響青少年共情能力的發(fā)展。問題解決、同學(xué)關(guān)系、競爭可預(yù)測觀點采擇的發(fā)展;問題解決、秩序紀(jì)律、同學(xué)關(guān)系可預(yù)測想象的發(fā)展;行為控制和角色可預(yù)測個人憂傷的發(fā)展;同學(xué)關(guān)系可預(yù)測共情關(guān)注的發(fā)展。情緒共情和認(rèn)知共情具有不同的發(fā)展機制。對于情緒共情,影響較大的變量依次是角色、行為控制、同學(xué)關(guān)系。對于認(rèn)知共情時,影響較大的變量有問題解決、行為控制、同學(xué)關(guān)系、秩序紀(jì)律。(4)青少年共情能力可以通過短期的訓(xùn)練課程加以提升。然而具體到共情的某個維度,如觀點采擇,較難在短期的訓(xùn)練中獲得明顯提升。
[Abstract]:This study mainly investigated the development characteristics of adolescent empathy ability and its relationship with family function, class environment, and then designed a empathy training program. The study is divided into three parts: a pair of junior high school students, high school students, secondary vocational students, a total of 1460 students to carry out the test, investigation and analysis of the status quo of adolescent empathy ability; second, from the family, The third study designed a set of empathy training program, selected two classes of senior one as the experimental group and the control group, adopted the experimental group control group before and after the test design. The main results of this study are as follows: (1) the scores of Chinese adolescents' empathy ability on IRI-C are normal distribution, and the cognitive empathy score is higher than the emotional empathy score. The scores of girls' empathy on IRI-C were significantly higher than that of boys. The scores of cognitive empathy of urban students on IRI-C were significantly higher than those of rural students. The scores of emotional empathy of non-only children on IRI-C were significantly higher than those of rural students. Student cadres scored significantly higher on IRI-C than non-student cadres. Junior high school students, The empathy score of high school students on IRI-C was significantly higher than that of secondary vocational students. (3) the score of empathy on IRI-C was significantly higher than that of family function on FAD, and the score of class environment in < my Class > questionnaire was significantly correlated with the score of family function. Class environment affects the development of empathy ability of teenagers, problem solving, classmate relationship, competitive and predictable point of view, problem solving, order and discipline, and predictable and imaginable development of classmate relationship. Behavior control and role can predict the development of personal sadness; classmate relationship can predict the development of empathy concern. Emotional empathy and cognitive empathy have different development mechanisms. For cognitive empathy, the influential variables are problem-solving, behavior control, classmate relationship, order and discipline. 4) empathy ability of teenagers can be improved through short-term training courses. However, it is specific to a certain dimension of empathy. Such as point of view, it is difficult to get a significant improvement in short-term training.
【學(xué)位授予單位】：溫州大學(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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本文編號：1617573