本文選題：攻擊性　切入點：領(lǐng)悟社會支持　出處：《閩南師范大學(xué)》2017年碩士論文

【摘要】：本研究采用《AQ攻擊問卷》《領(lǐng)悟社會支持量表》《人際反應(yīng)指針量表》,選取了漳州市東山縣石齋中學(xué)600名初中生,調(diào)查其攻擊性、領(lǐng)悟社會支持及共情在性別、年級、班干部與否、獨生子女與否、生源地五個方面的發(fā)展特點;對初中生攻擊性、領(lǐng)悟社會支持及共情進(jìn)行了關(guān)系探索;通過教育干預(yù)研究,探討自編攻擊性干預(yù)課程對初二學(xué)生攻擊性的影響。得到研究結(jié)果如下:1.三者總體水平在性別、年級、班干部與否方面呈顯著差異,其中:(1)初中生攻擊性總體水平在性別方面,男生顯著高于女生;年級方面,初二學(xué)生顯著高于初一、初三學(xué)生;班干部與否方面,班干部攻擊性總體水平顯著低于非班干部;初中生攻擊性個別維度在獨生子女與否及生源地方面差異顯著,但總體水平尚未達(dá)到顯著性差異水平。(2)初中生領(lǐng)悟社會支持總體水平在性別方面,男生顯著低于女生;年級方面,初三學(xué)生顯著高于初一、初二學(xué)生;班干部與否方面,班干部領(lǐng)悟社會支持水平顯著高于非班干部;初中生領(lǐng)悟社會支持總體水平在獨生子女與否及生源地方面差異不顯著。(3)初中生共情總體水平在性別方面,女生顯著高于男生;年級方面,初三學(xué)生顯著高于初一、初二學(xué)生;班干部與否方面,班干部共情水平顯著高于非班干部;初中生共情總體水平在獨生子女與否及生源地方面存在一定的差異,但尚未達(dá)到顯著性水平。2.初中生攻擊性、領(lǐng)悟社會支持與共情之間存在顯著的兩兩相關(guān)。其中,初中生攻擊性與共情總體上存在顯著負(fù)相關(guān),且與領(lǐng)悟社會支持及其各維度呈顯著負(fù)相關(guān),共情與領(lǐng)悟社會支持總體上呈顯著正相關(guān);初中生領(lǐng)悟社會支持水平的高低在一定程度上能負(fù)向預(yù)測其攻擊性的強弱,共情在攻擊性與領(lǐng)悟社會支持之間起完全中介作用。3.通過綜合性課程干預(yù),能有效降低初中生的攻擊性;班級授課是降低初中生攻擊性的有效途徑。
[Abstract]:In this study, 600 junior middle school students in Shizhai Middle School, Dongshan County, Zhangzhou City, were selected to investigate their aggression, social support and empathy in gender, grade, class cadre or not, using the "AQ aggression questionnaire" and "perceived Social support scale" ("interpersonal reaction pointer scale"), and selected 600 junior high school students from Shizhai Middle School in Dongshan County, Zhangzhou City. The development characteristics of the only child or not, the origin of the students, the aggression of junior high school students, the understanding of social support and empathy, the study of educational intervention, To explore the effect of self-designed aggression intervention course on the aggression of junior high school students. The results are as follows: 1.There are significant differences among the three levels in gender, grade, class cadre or not, among which: 1) the overall level of aggression of junior high school students is gender. Boys were significantly higher than girls, grade two students were significantly higher than the first and third grade students, class cadres or not, the overall level of aggression of class cadres was significantly lower than that of non-class cadres; There were significant differences in the individual dimension of aggression among junior high school students in terms of only child or not and the origin of students, but the overall level has not reached the level of significant difference. 2) the overall level of perceived social support of junior high school students is significantly lower than that of girls in terms of gender; Grade three students are significantly higher than the first and second grade students, class cadres or not, the level of social support is significantly higher than that of non-class cadres; There is no significant difference in the overall level of perceived social support between the junior high school students in terms of the only child or not and the origin of students. (3) the overall level of empathy of junior high school students is significantly higher than that of boys in terms of gender, grade 3 students are significantly higher than those of junior high school students. The level of empathy of class cadres was significantly higher than that of non-class cadres, the overall level of empathy of junior high school students had some differences in the only child or not and the origin of students, but it had not reached the significant level of .2. the junior high school students were aggressive. There is a significant correlation between perceived social support and empathy, among which, there is a significant negative correlation between aggression and empathy in junior high school students, and a significant negative correlation with perceived social support and its dimensions. Empathy was positively correlated with perceived social support, and the level of perceived social support of junior high school students could predict the degree of aggression to a certain extent. Empathy plays a complete intermediary role between aggression and perceived social support. 3. Comprehensive curriculum intervention can effectively reduce the aggression of junior high school students, class teaching is an effective way to reduce the aggression of junior high school students.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 尹紹雅;趙靜波;趙久波;劉勉;曾海萍;劉縣蘭;;領(lǐng)悟社會支持在臨床醫(yī)生工作壓力與共情疲勞間的中介作用[J];中華行為醫(yī)學(xué)與腦科學(xué)雜志;2016年05期

2 趙陵波;蔣宇婧;任志洪;;個體共情能力與攻擊性關(guān)系的元分析[J];福州大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2016年01期

3 倪亞琨;郭騰飛;陳萍;王明輝;;受艾滋病影響兒童領(lǐng)悟社會支持對自尊的影響:安全感、同伴關(guān)系的復(fù)合式多元中介效應(yīng)[J];中國臨床心理學(xué)雜志;2015年04期

4 靳宇倡;李俊一;;暴力游戲?qū)η嗌倌旯粜哉J(rèn)知影響的文化差異:基于元分析視角[J];心理科學(xué)進(jìn)展;2014年08期

5 張萬里;賈世偉;陳光輝;張文新;;反應(yīng)性—主動性攻擊問卷在大學(xué)生中的信效度檢驗[J];中國臨床心理學(xué)雜志;2014年02期

6 胡韜;劉敏;廖全明;;流動兒童的自尊在領(lǐng)悟社會支持與社會適應(yīng)關(guān)系中的中介作用[J];現(xiàn)代中小學(xué)教育;2014年01期

7 韓文超;葉明;冷s，

本文編號：1691591