本文選題：3~6歲幼兒 + 壓力情境�。� 參考：《山東師范大學》2017年碩士論文

【摘要】：隨著社會的飛速發(fā)展,人們需要面對的壓力越來越多,壓力情境隨處可見,對于幼兒也是如此。在壓力情境中,幼兒的情緒認知和策略執(zhí)行發(fā)揮著至關重要的作用。研究表明,壓力情景中幼兒的情緒認知和策略執(zhí)行存在差異,具有良好情緒認知和積極策略執(zhí)行能力的幼兒能夠積極樂觀應對壓力情境,然而情緒認知和策略執(zhí)行能力差的幼兒不能妥善應對壓力情境。當今社會壓力巨大,培養(yǎng)兒童樂觀積極的情緒,鍛煉他們在壓力情境中使用積極的應對策略,對于兒童心理健康發(fā)展具有非常重要的意義。但是就目前而言,較少有研究探討幼兒應對壓力的策略及影響因素。因此,本研究擬對幼兒應對壓力情境的策略及影響因素進行研究。本研究在參考大量文獻的基礎上,通過設計針對教師和家長的調(diào)查問卷和訪談提綱,并根據(jù)教師、家長調(diào)查問卷和訪談回饋,選擇他們眼中較為典型的壓力情境作為實驗壓力情境。調(diào)查和訪談結果發(fā)現(xiàn)快速拼圖游戲和上臺演講兩種壓力情境模型最為典型,定為本研究實驗壓力情境。然后,參考Wendy Grolnick和Lisa Bridges在一項關于對兩歲幼兒在不同壓力情境中的情緒表現(xiàn)和策略研究中使用的編碼方案制定具體實驗標準,形成本研究的情緒編碼評分表。通過實驗對30名中班(4~5歲)幼兒進行兩項壓力情境實驗,研究同年齡段幼兒在不同壓力情境的策略表現(xiàn);對60名(小班20名、中班20名、大班20名)幼兒進行上臺演講實驗,研究不同年齡段幼兒在相同壓力情境的策略表現(xiàn),最后通過統(tǒng)計數(shù)據(jù)得出相關結論。結果發(fā)現(xiàn):(1)我國3~6歲幼兒在壓力情境中的決策表現(xiàn)主要是積極活動策略,4~5歲時情緒表達和策略選擇之間的差異開始出現(xiàn)。(2)隨著年齡的增長,幼兒在壓力情境中的表現(xiàn)更加積極,而且隨著年齡的增長,相同年齡段幼兒的情緒認知能力差異也越來越大。(3)在壓力情境中,幼兒策略的選擇與幼兒性格、氣質(zhì)有關。積極樂觀性格的兒童在壓力情境中的情緒表現(xiàn)較內(nèi)向性格孩子積極,所做出的應對策略更加積極,內(nèi)向兒童在壓力情景中表現(xiàn)出的策略更具多樣化。
[Abstract]:With the rapid development of society, people have to face more and more pressure. Emotional cognition and strategy execution play an important role in stress situations. The study shows that there are differences between emotional cognition and strategy execution in stress situations, and children with good emotional cognition and ability to implement positive strategies can deal with stress situations positively and optimistically. However, children with poor emotional cognition and ability to implement strategies could not cope with stress situations properly. Nowadays, the social pressure is enormous. It is of great significance for children to develop their mental health by cultivating their optimistic and positive emotions and exercising them to use positive coping strategies in stress situations. However, at present, there are few studies on coping strategies and influencing factors. Therefore, this study intends to study the coping strategies and influencing factors of young children's stress situations. Based on a large number of references, this study designs questionnaires and interview outlines for teachers and parents, and gives feedback according to teachers, parents' questionnaires and interviews. They chose their typical stress situations as experimental stress situations. The results of investigation and interview showed that the two stress situation models of fast jigsaw puzzle game and lecture on stage were the most typical, which was regarded as the experimental stress situation in this study. Then, referring to Wendy Grolnick and Lisa Bridges in a study on two-year-old children's emotional performance and strategies used in different stress situations, specific experimental criteria were developed to form the emotional coding scale of this study. Two stress situation experiments were carried out on 30 children aged 4 to 5 years old in middle class to study the strategic performance of children of the same age in different stress situations, and 60 children (20 in small class, 20 in middle class, 20 in large class) were given a speech on stage. The strategies of children of different age groups in the same stress situation were studied, and the relevant conclusions were obtained by statistical data. The results showed that the difference between emotional expression and strategy choice of children aged 3 or 6 years old in stress situations was mainly the difference between emotional expression and strategy choice at the age of 45.) with the increase of age, the performance of children in stress situations was more positive. And with the increase of age, the difference of emotional cognitive ability of children of the same age is also more and more. 3) in the stress situation, the choice of the child's strategy is related to the child's character and temperament. Children with positive and optimistic personality showed more positive emotional performance and more active coping strategies than introverted children in stress situations, and introverted children showed more diversified strategies in stress situations.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.12

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