本文選題：流動(dòng)兒童　切入點(diǎn)：社會智力發(fā)展特點(diǎn)　出處：《重慶師范大學(xué)》2017年碩士論文

【摘要】：社會智力是一種認(rèn)識自我與他人,并涉及社會人際交往的能力。本研究將社會智力定義為個(gè)體在社會情境中,正確采擇和理解社會信息,建立和維護(hù)良好社會關(guān)系,并能采取有效社會行為實(shí)現(xiàn)目標(biāo)的能力。本研究以兒童社會智力研究成果為前提,探索流動(dòng)兒童與非流動(dòng)兒童社會智力的共性及其特性,并試圖通過采取有效的團(tuán)體輔導(dǎo)方案及相應(yīng)的教育方法來提高流動(dòng)兒童的社會智力水平。本研究以流動(dòng)兒童社會智力發(fā)展特點(diǎn)為基礎(chǔ),深入地探究了流動(dòng)兒童社會智力與系統(tǒng)家庭動(dòng)力、心理彈性、領(lǐng)悟社會支持、班級人際關(guān)系水平之間的關(guān)系,并有針對性地設(shè)計(jì)出有利于提高流動(dòng)兒童社會智力發(fā)展的團(tuán)體輔導(dǎo)方案,以期通過團(tuán)體輔導(dǎo)方案提高流動(dòng)兒童的社會智力水平。本研究采用文獻(xiàn)分析、問卷調(diào)查、團(tuán)體輔導(dǎo)等方式對流動(dòng)兒童的社會智力進(jìn)行系統(tǒng)探討。研究分為三個(gè)部分:研究一通過問卷測查流動(dòng)兒童社會智力的實(shí)際水平,旨在探究流動(dòng)兒童社會智力的現(xiàn)狀及特點(diǎn);研究二是針對流動(dòng)兒童社會智力發(fā)展影響因素的研究,采用《系統(tǒng)家庭動(dòng)力學(xué)自評量表》、《社會智力量表》、《青少年兒童心理韌性量表》、《領(lǐng)悟社會支持量表》、《班級人際關(guān)系網(wǎng)絡(luò)量表》對流動(dòng)兒童進(jìn)行集體施測,從系統(tǒng)家庭動(dòng)力、心理彈性、領(lǐng)悟社會支持、班級人際關(guān)系角度探討各因素對流動(dòng)兒童社會智力發(fā)展的影響;研究三為干預(yù)研究,隨機(jī)選取三個(gè)初一的班級作為研究被試,綜合游戲輔導(dǎo)班使用自編的流動(dòng)兒童社會智力團(tuán)體輔導(dǎo)方案,敘事干預(yù)輔導(dǎo)班采用敘事法對流動(dòng)兒童的社會智力產(chǎn)生干預(yù),而情商教育輔導(dǎo)班則進(jìn)行常規(guī)的情商課堂教學(xué)。本研究得到的結(jié)論如下:(1)流動(dòng)兒童社會智力的總體水平顯著低于一般兒童。(2)流動(dòng)兒童社會智力的發(fā)展總體上不存在性別差異性;隨年齡的增長,既有平穩(wěn)發(fā)展,也有倒退、延遲發(fā)展;不同家庭收入狀況下社會智力發(fā)展水平不同;不同父母打工情況下社會智力發(fā)展水平不同。(3)流動(dòng)兒童的心理彈性、系統(tǒng)家庭動(dòng)力、領(lǐng)悟社會支持和班級人際關(guān)系水平影響其社會智力的發(fā)展,心理彈性在系統(tǒng)家庭動(dòng)力對流動(dòng)兒童社會智力的影響中起完全中介作用;班級人際關(guān)系在領(lǐng)悟社會支持對流動(dòng)兒童社會智力的影響中起部分中介作用。(4)綜合游戲輔導(dǎo)法和敘事干預(yù)輔導(dǎo)法能提高流動(dòng)兒童的社會智力水平,而且,綜合游戲輔導(dǎo)法較之?dāng)⑹赂深A(yù)輔導(dǎo)法對提高流動(dòng)兒童社會智力水平更加有效。
[Abstract]:Social intelligence is a kind of ability to know oneself and others, and involves social interpersonal communication. This study defines social intelligence as the ability of individuals to correctly select and understand social information in a social context, and to establish and maintain good social relations. Based on the research results of social intelligence of children, this study explores the commonness and characteristics of social intelligence of floating children and non-floating children. The purpose of this study is to improve the social intelligence level of floating children by adopting effective group counseling programs and corresponding educational methods. This study is based on the characteristics of social intelligence development of migrant children. The relationship between social intelligence and systematic family motivation, psychological elasticity, understanding of social support and class interpersonal relationship level of floating children is deeply explored. In order to improve the social intelligence level of floating children, a group counseling program is designed to improve the social intelligence development of floating children. The study is divided into three parts: the first part is to investigate the actual level of social intelligence of floating children by questionnaire, in order to explore the current situation and characteristics of social intelligence of floating children; The second is the research on the influencing factors of social intelligence development of floating children. Self-rating scale of systematic family dynamics, social intelligence scale, mental toughness scale of adolescent children, perceived social support scale and class interpersonal network scale were used to measure the floating children. To explore the influence of various factors on the social intelligence development of floating children from the angle of psychological flexibility, understanding social support and interpersonal relationship in class; the third is an intervention study, and three junior high school students were randomly selected as the subjects of the study. The comprehensive game guidance class used the self-made social intelligence group counseling program for the floating children, and the narrative intervention class used narrative method to interfere with the social intelligence of the floating children. The conclusion of this study is as follows: 1) the overall level of social intelligence of floating children is significantly lower than that of ordinary children. 2) there is no gender difference in the development of social intelligence of floating children; With the increase of age, there is not only steady development, but also retrogression, delayed development; different levels of social intelligence development under different family income; different levels of social intelligence development under different parents' working conditions; and psychological resilience of floating children. Systematic family motivation, understanding of social support and class interpersonal relationship level affect the development of social intelligence, and psychological elasticity plays a completely intermediary role in the impact of systemic family power on social intelligence of floating children. Class interpersonal relationship plays an intermediary role in understanding the influence of social support on social intelligence of floating children. (4) Comprehensive game counseling and narrative intervention counseling can improve the social intelligence level of floating children. Comprehensive game counseling is more effective than narrative intervention in improving floating children's social intelligence.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B848.5

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