本文選題：欺負(fù)行為 + 注意偏向��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：欺負(fù)行為是同學(xué)之間的一種傷害行為,這種行為的特征是倚強(qiáng)凌弱、并且由欺負(fù)者一方主動(dòng)故意發(fā)起的力量不對(duì)等的傷害行為。從1980年起我國的心理學(xué)研究者就對(duì)這一問題開始進(jìn)行關(guān)注和研究。校園欺負(fù)的方式有言語羞辱及敲詐勒索甚至毆打的行為等并且多發(fā)生在中小學(xué)。尤其是中學(xué)生他們所處的時(shí)期正是人生中“暴風(fēng)驟雨”的時(shí)期,情緒和行為都極其不穩(wěn)定,這就導(dǎo)致了這個(gè)時(shí)期的學(xué)生比較常產(chǎn)生行為問題,攻擊性行為更是一個(gè)普遍存在的現(xiàn)象,而在校園中攻擊行為比較容易轉(zhuǎn)化為同學(xué)之間的欺負(fù)行為。欺負(fù)行為這一現(xiàn)象無論是對(duì)于欺負(fù)者還是受欺負(fù)者的個(gè)人成長、心理健康和人際交往來說都有著巨大的負(fù)面影響。同時(shí)在本次研究中將被試群體設(shè)定為中學(xué)生是因?yàn)橹袑W(xué)生群是一個(gè)具有代表性的群體,這個(gè)階段的孩子開始進(jìn)行初步的社會(huì)化和人生探索,此時(shí)他們不再依賴父母獨(dú)立性增強(qiáng),但是與此同時(shí),他們的思維模式以及看待問題和解決問題的能力并不成熟,所以在遇到困難和人際沖突時(shí)并不會(huì)像成年人一樣考慮到長遠(yuǎn)的后果,可能會(huì)選擇憑著一腔熱血使用快速、暴力的手段去解決對(duì)于這個(gè)階段的學(xué)生來說,他們急需得到關(guān)注并對(duì)其進(jìn)行正確的引導(dǎo)。本研究中研究群體選擇了來自不同的兩個(gè)民族的中學(xué)生,他們的成長環(huán)境和文化環(huán)境有著巨大差異的。本研究能為干預(yù)中學(xué)生校園欺負(fù)行為提供一些思考,同時(shí)對(duì)于不同民族文化背景下的學(xué)生做出欺負(fù)行為的特征及其原因有了初步的認(rèn)識(shí)所以對(duì)于學(xué)校對(duì)不同民族學(xué)生的教育提供了參考依據(jù)。本文通過對(duì)點(diǎn)探測(cè)實(shí)驗(yàn)研究和線索靶子實(shí)驗(yàn)研究來了解漢藏不同民族欺負(fù)者這一群體對(duì)威脅刺激的注意偏向差異,以及注意偏向的認(rèn)知機(jī)制。同時(shí)通過研究后對(duì)欺負(fù)行為者的訪談了解起原因?yàn)閷W(xué)校對(duì)欺負(fù)者這一群體的教育和管理提供理論支持。研究發(fā)現(xiàn):1、點(diǎn)探測(cè)實(shí)驗(yàn)中,藏族和漢族欺負(fù)者,都呈現(xiàn)出對(duì)威脅刺激圖片顯的注意偏向;2、藏族欺負(fù)者對(duì)威脅信息的加工速度更快快于漢族被試,這說明藏族被試相對(duì)于漢族被試來說更容易探測(cè)到威脅相關(guān)的信息。在威脅程度這一變量上藏族被試對(duì)高威脅刺激圖片注意偏向更加明顯。3、當(dāng)SOA為500ms時(shí),采用線索靶子范式探究不同民族被試群體對(duì)威脅性刺激的注意偏向機(jī)制,出現(xiàn)了線索提示效應(yīng);不同民族欺負(fù)者對(duì)威脅刺激的反應(yīng)時(shí)差異顯著,藏族欺負(fù)者和漢族欺負(fù)者都表現(xiàn)出對(duì)威脅刺激明顯的注意偏向。4、當(dāng)SOA為100ms時(shí),結(jié)果同樣出現(xiàn)了線索提示效應(yīng);藏族欺負(fù)者注意偏向的認(rèn)知機(jī)制是注意警覺,表現(xiàn)為在一致性條件下藏族被試對(duì)威脅威脅刺激圖片快于漢族被試,漢族被試對(duì)中、低威脅刺激表現(xiàn)出了注意維持。
[Abstract]:Bullying is a kind of injurious behavior among students, which is characterized by weak and unequal forces initiated by the bully side voluntarily. From 1980, the psychological researchers of our country began to pay attention and Study on this problem. The way of school bullying has verbal humiliation and extortion. Even the behavior of beating and so on is happening in primary and secondary schools. Especially in middle school students, the period of "storm" is the period of "storm" in life, and the mood and behavior are extremely unstable, which causes the students in this period more often to produce behavior problems, aggressive behavior is a common phenomenon, and attack on the campus. The phenomenon of bullying is easily transformed into the bullying between students. The phenomenon of bullying has a huge negative impact on the individual growth of the bully or the bullied person, the mental health and the interpersonal relationship. A representative group of children at this stage begin to socialized and explore life, and they are no longer dependent on their parents' independence, but at the same time their thinking patterns and their ability to look at problems and solve problems are not mature, so they are not considered as adults when they encounter difficulties and interpersonal conflicts. In the long run, it is possible to choose a fast, violent means to solve the students at this stage, and they are in urgent need of attention and correct guidance to this stage. In this study, the group chose middle school students from two different nationalities, whose growth environment and cultural environment are huge. Differences. This study can provide some thinking for the intervention of middle school students on campus bullying. At the same time, it has a preliminary understanding of the characteristics and reasons of the students' bullying under different ethnic backgrounds. So it provides a reference for the education of different ethnic minority students. In order to understand the differences in the attention bias of threat stimuli and the cognitive mechanism of attention bias, the experimental study on the bully of different nationalities in Han and Tibetan areas provides theoretical support for the education and management of bullies. The study finds that: 1, point detection. In the experiment, the Tibetans and the Han bullies showed the attention bias of the threat stimuli; 2, the Tibetan bully's processing speed of threat information was faster than the Han subjects, which indicated that the Tibetan subjects were more likely to detect the threat related information than the Han subjects. The attention bias of the hypochondriac stimulus picture is more obvious.3. When SOA is 500ms, the clue target paradigm is used to explore the attention bias mechanism of the different ethnic group on the threat stimulus, and the clue effect appears. The different ethnic bullies have significant difference in the response to the threat of stimulation, and the Tibetan bully and the Han bully show the threat. The obvious attention bias to.4, when SOA is 100ms, the result also appears clue prompting effect. The cognitive mechanism of the Tibetan bully's attention bias is vigilant, which shows that the Tibetan subjects are faster than the Han subjects under the threat of threat, and the Han nationality is given attention to the middle and low threat stimuli.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842

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