本文選題：幼兒 + 資源獲得��； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：公平是人類道德行為發(fā)展的重要組成部分,幼兒與同伴交往過程中涉及許多公平問題�？紤]到資源的獲得和使用是幼兒在生活中最常見的公平問題,而且幼兒在生活中遇到的資源經(jīng)常有限的,幼兒面對(duì)有限的資源時(shí)如何使用和獲得資源值得探討。以往關(guān)于幼兒公平行為的研究只限故事訪談法及博弈范式,很少創(chuàng)設(shè)生態(tài)效度較高的情境實(shí)驗(yàn)進(jìn)行研究,而且以往研究只關(guān)注最終公平的結(jié)果,忽略了對(duì)幼兒獲得和使用資源過程特點(diǎn)的考察,再者關(guān)于幼兒出現(xiàn)公平行為的年齡起始點(diǎn)并不一致�；谝陨显�,研究一創(chuàng)設(shè)生態(tài)效度較高的涉及自身利益的資源有限情境,考察3~5歲學(xué)前幼兒在此情境下獲得資源的過程特點(diǎn)及最終結(jié)果公平性。進(jìn)一步考慮幼兒在資源有限情境中不僅涉及自身利益為自己獲得資源的問題,還包括作為無關(guān)利益者為他人獲得資源的問題,因此研究二探討了3~5歲幼兒在資源有限情境下為他人獲得資源的過程特點(diǎn)及最終結(jié)果公平性。綜合所有的研究得到的結(jié)果如下:研究一:(1)在資源獲得的開始行為中,不同年齡階段的幼兒在快速抓取、正常拿取方式上存在顯著性差異,其中5歲組幼兒比4歲組幼兒出現(xiàn)更多的正常拿取行為,3歲組與4、5歲組幼兒之間卻不存在顯著性差異;不同性別幼兒在資源獲得的開始行為中存在顯著性差異,男孩傾向采取快速抓取的方式,女孩更柔和,采取正常拿取方式獲取資源;(2)在資源獲得的全過程中,從百分比來看,3歲組幼兒主動(dòng)交換資源意識(shí)不強(qiáng),傾向采取不主動(dòng)交換方式,而4~5歲組幼兒更愿意主動(dòng)與同伴交換資源;男女孩在獲取資源的交換方式上存在顯著性差異,男孩主動(dòng)交換資源意識(shí)不強(qiáng),傾向采取不主動(dòng)交換方式,女孩更傾向于每次都主動(dòng)交換;(3)從資源獲得的結(jié)果來看,不同年齡階段幼兒在資源獲得結(jié)果的公平性上存在顯著性差異,其中3歲組幼兒以個(gè)人利益為主,資源獲得數(shù)量不公平,4~5歲組幼兒資源獲得數(shù)量更公平;男女孩資源獲得結(jié)果公平性無顯著差異;(4)資源數(shù)量處于劣勢(shì)地位的3、4歲組幼兒會(huì)在出現(xiàn)補(bǔ)償機(jī)會(huì)時(shí)維護(hù)自己的權(quán)益,縮小與資源數(shù)量處于優(yōu)勢(shì)地位同伴的差距,雖然維權(quán)成功率較低;資源數(shù)量處于劣勢(shì)地位的男孩與女孩也都會(huì)維權(quán),但男孩維權(quán)成功率更高。整個(gè)維權(quán)過程,只有獲得主動(dòng)權(quán)才可以預(yù)測(cè)個(gè)體維權(quán)成功;(5)資源獲得過程中,兩人最開始獲得資源數(shù)量的公平性、資源交換行為可以預(yù)測(cè)出最終兩人獲得資源數(shù)量的公平性,即前期兩人資源獲得奠定了公平的基調(diào)并且整個(gè)過程是公平的,最后兩人獲得的資源也是公平的。研究二:(1)在幫他人獲得資源過程中,不同年齡階段幼兒將第一份資源進(jìn)行輪換的行為不存在顯著性差異,3~5歲組幼兒都傾向于將第一份資源輪換;不同性別幼兒的資源輪換行為也不存在顯著性的差異,男、女孩也都傾向于將第一份資源輪換。在第三方任務(wù)范式中幼兒除去了自利傾向,表現(xiàn)的更為公平;(2)在幫他人獲得資源結(jié)果上,不同年齡階段幼兒幫他人獲取的資源數(shù)量不存在顯著性的差異,都傾向于公平;不同性別幼兒幫他人獲取資源的數(shù)量上也不存在顯著性差異,也都傾向于公平;(3)涉及幼兒自身利益與否確實(shí)會(huì)影響幼兒的公平性,當(dāng)不涉及自身利益時(shí),幼兒會(huì)表現(xiàn)的更為公平。
[Abstract]:Fairness is an important part of the development of human moral behavior, and many fair issues are involved in the process of communication between children and their peers. Considering that the acquisition and use of resources is the most common equity problem in the life of young children, and the resources of children are often limited in their life, how and how to use and obtain the resources when young children face limited resources. The previous study on young children's fair behavior only limited story interview and game paradigm, rarely created a higher ecological validity of the situation experiment, and the previous study only paid attention to the results of the final fairness, ignored the special point of the process of obtaining and using the resources for young children, and again about the fair behavior of young children. The starting point of age is not consistent. Based on the above reasons, the study first created a limited environment with higher ecological validity involving self-interest, and examined the process characteristics and the fairness of the 3~5 year old preschool children to obtain resources in this situation. The problem of resources also includes the problem of obtaining resources for others as unrelated interests. Therefore, the study two explored the process characteristics and the fairness of the 3~5 year old children's acquisition of resources for others under the limited resources situation. The results of the comprehensive study are as follows: (1) in the beginning of the resource acquisition, different years There are significant differences in the way of fast fetching and normal fetching, among which 5 year old children have more normal fetching behavior than the 4 year old children. There is no significant difference between the 3 year old group and the 4,5 year old children. In the whole process of resource acquisition, in the whole process of resource acquisition, from the percentage point of view, children in the 3 year old group are less aware of the active exchange of resources and tend to take the way of non active exchange, while the 4~5 year old children are more willing to exchange resources with their peers actively; boys and girls are getting the exchange of resources. There are significant differences, boys' awareness of active exchange of resources is not strong, the tendency to take non active exchange, girls tend to be more active in each exchange. (3) from the results of resources obtained, there is a significant difference in the fairness of the results of the results of the children in different ages. Among them, the children of the 3 year old group are based on personal interests and resources. The number of 4~5 year old children is more fair. There is no significant difference in the fairness of boys and girls' resources. (4) the 3,4 year old children in the inferior position of resources will maintain their rights and interests in the presence of compensation opportunities and reduce the gap with the dominant peers in the number of resources, although the success rate of the rights is lower. The boys and girls who are in inferior position will also maintain their rights, but the success rate of the rights of boys is higher. The whole process of safeguarding rights can only predict the success of individual rights. (5) in the process of resource acquisition, two people begin to obtain the fairness of the number of resources, and the exchange of resources can predict the final two people to obtain resources. The fairness of the quantity, that is, the first two person resources to obtain a fair tone and the whole process is fair, the last two people are also fair. (1) in the process of helping others to obtain resources, children of different ages have no significant difference in the behavior of the first resource for the rotation of the first resource, 3~5 year old children are all It tends to rotate the first resource; there is no significant difference in the resource rotation of children of different sexes. Men and girls also tend to rotate the first resource. In the third party task paradigm, children remove self interest and show more fairness; (2) children of different ages help others to help others to obtain resources. There is no significant difference in the number of resources obtained by people, and they all tend to be fair. There is no significant difference in the number of children's access to resources for others, and it also tends to be fair. (3) whether the children's own interests or not does affect the fairness of children, and children will be more fair when they do not involve their own interests.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1

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本文編號(hào)：2055450