兒童特質(zhì)觀的發(fā)展研究
發(fā)布時(shí)間：2018-07-29 16:09
【摘要】：本研究以隨機(jī)抽取的幼兒園大班兒童(31人，其中男17人，女14人，平均年齡5.77歲)、小學(xué)2年級(jí)兒童(30人，其中男16人，女14人，平均年齡7.73歲)和小學(xué)4年級(jí)兒童(31人，其中男16人，女15人，平均年齡9.97歲)為被試，考察兒童的特質(zhì)觀發(fā)展特點(diǎn)。本研究由3個(gè)研究組成： 研究1，調(diào)查兒童使用特質(zhì)詞匯的情況。在訪談中，用開放式問題引導(dǎo)兒童說出他們喜歡、不喜歡的特質(zhì)。這是考察兒童特質(zhì)觀發(fā)展的一個(gè)組成部分，也是后面研究的基礎(chǔ)。 研究2，考察兒童對(duì)特質(zhì)詞的理解。這里分A(標(biāo)簽)、B(描述)兩個(gè)部分。A是提供一類表現(xiàn)，要求兒童概括出特質(zhì)詞；B是給出特質(zhì)詞，要求兒童描述(演繹)這種特質(zhì)的表現(xiàn)。 研究3，考察兒童對(duì)特質(zhì)的信念。研究3分為3個(gè)部分，部分(1)考察兒童對(duì)消極特質(zhì)的信念，即兒童對(duì)消極特質(zhì)持固存觀還是增量觀；部分(2)考察兒童對(duì)積極特質(zhì)的信念；部分(3)考察兒童對(duì)特質(zhì)表達(dá)的控制性的信念。 結(jié)果表明，(a)無論是積極特質(zhì)詞匯還是消極特質(zhì)詞匯，被試總體以及各個(gè)年級(jí)組，男女生間均沒有差異。隨著年級(jí)的增長(zhǎng)，兒童說出的積極特質(zhì)詞匯和消極特質(zhì)詞匯都明顯增多。兒童說出積極特質(zhì)詞匯的數(shù)量，明顯比消極特質(zhì)詞匯的數(shù)量要多。 (b)兒童在A部分概括能力、B部分演繹能力間有高相關(guān)，但也存在極為顯著的差異，結(jié)合均數(shù)可知，兒童的特質(zhì)演繹能力和概括能力同時(shí)發(fā)展著，，但兒童的特質(zhì)演繹能力顯著高于概括能力。兩種能力上不存在性別差異，及各種交互作用。三個(gè)年齡段的兒童間存在非常顯著的年級(jí)差異，這表明兒童的概括能力、演繹能力都在迅速發(fā)展，但演繹能力始終比概括能力更高。 (c)兒童都傾向于認(rèn)為消極特質(zhì)會(huì)向積極的方向轉(zhuǎn)變，而積極特質(zhì)能夠保持下去。相對(duì)而言，幼兒園的兒童傾向于認(rèn)為特質(zhì)的可塑性更強(qiáng)；個(gè)體對(duì)特質(zhì)表達(dá)具有更高的控制性。而較年長(zhǎng)的兒童傾向于認(rèn)為特質(zhì)的可塑性略低；個(gè)體對(duì)特質(zhì)表達(dá)的控制性也相對(duì)略低。
[Abstract]:In this study, a random sample of large class children (17 males and 14 females, mean age 5.77 years), 30 children (16 males and 14 females, with an average age of 7.73 years) and 31 children in grade 4 were randomly selected. Among them, 16 males and 15 females with an average age of 9.97 years were examined to investigate the developmental characteristics of children's trait view. This study consists of three studies: study 1, to investigate the use of idiosyncratic vocabulary in children. In interviews, open questions are used to guide children to identify traits they like and dislike. This is an integral part of the development of child trait view and the basis of the later study. In study 2, we investigated children's understanding of idiosyncratic words. There are two parts of A (label) and B (description). A is a kind of representation, which requires children to generalize the trait word "B" is to give the trait word, and to ask the child to describe (deduce) this trait. Study 3 examines children's beliefs about traits. Research 3 is divided into three parts: (1) to investigate children's beliefs about negative traits, that is, whether children hold a firm or incremental view of negative traits, and part (2) to examine children's beliefs on positive traits; Part (3) examines children's controlling beliefs about trait expression. The results showed that there was no difference between male and female students in, (a), both positive trait vocabulary and negative trait vocabulary. With the increase of grade, both positive trait vocabulary and negative trait vocabulary are obviously increased. The number of positive trait words spoken by children was significantly higher than that of negative trait words, and there was a high correlation between. (b) children's ability to generalize in part A and deductive ability in part B. But there are also very significant differences, combined with the average, children's trait deductive ability and generalization ability develop simultaneously, but children's trait deductive ability is significantly higher than generalization ability. There are no gender differences and interactions between the two abilities. There is a very significant grade difference among the three age groups, which indicates that the generalization and deductive ability of the children are developing rapidly. But the deductive ability is always higher than the generalization ability. (c) children tend to think that the negative trait will change to the positive direction and the positive trait can be maintained. In contrast, kindergarten children tend to think that traits are more plastic and individuals have a higher degree of control over trait expression. Older children tend to think that trait plasticity is slightly lower and individual control over trait expression is relatively low.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：B844.1
本文編號(hào)：2153213
[Abstract]:In this study, a random sample of large class children (17 males and 14 females, mean age 5.77 years), 30 children (16 males and 14 females, with an average age of 7.73 years) and 31 children in grade 4 were randomly selected. Among them, 16 males and 15 females with an average age of 9.97 years were examined to investigate the developmental characteristics of children's trait view. This study consists of three studies: study 1, to investigate the use of idiosyncratic vocabulary in children. In interviews, open questions are used to guide children to identify traits they like and dislike. This is an integral part of the development of child trait view and the basis of the later study. In study 2, we investigated children's understanding of idiosyncratic words. There are two parts of A (label) and B (description). A is a kind of representation, which requires children to generalize the trait word "B" is to give the trait word, and to ask the child to describe (deduce) this trait. Study 3 examines children's beliefs about traits. Research 3 is divided into three parts: (1) to investigate children's beliefs about negative traits, that is, whether children hold a firm or incremental view of negative traits, and part (2) to examine children's beliefs on positive traits; Part (3) examines children's controlling beliefs about trait expression. The results showed that there was no difference between male and female students in, (a), both positive trait vocabulary and negative trait vocabulary. With the increase of grade, both positive trait vocabulary and negative trait vocabulary are obviously increased. The number of positive trait words spoken by children was significantly higher than that of negative trait words, and there was a high correlation between. (b) children's ability to generalize in part A and deductive ability in part B. But there are also very significant differences, combined with the average, children's trait deductive ability and generalization ability develop simultaneously, but children's trait deductive ability is significantly higher than generalization ability. There are no gender differences and interactions between the two abilities. There is a very significant grade difference among the three age groups, which indicates that the generalization and deductive ability of the children are developing rapidly. But the deductive ability is always higher than the generalization ability. (c) children tend to think that the negative trait will change to the positive direction and the positive trait can be maintained. In contrast, kindergarten children tend to think that traits are more plastic and individuals have a higher degree of control over trait expression. Older children tend to think that trait plasticity is slightly lower and individual control over trait expression is relatively low.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：B844.1
【引證文獻(xiàn)】
相關(guān)博士學(xué)位論文 前1條
1 邱瑜;論幼兒園課程的診斷與改進(jìn)[D];華東師范大學(xué);2012年
相關(guān)碩士學(xué)位論文 前2條
1 姜微微;兒童攻擊性行為特質(zhì)信念及其對(duì)行為影響的發(fā)展研究[D];華南師范大學(xué);2007年
2 沈秋;兒童中期利用人格特質(zhì)線索理解反語的研究[D];華東師范大學(xué);2008年
本文編號(hào)：2153213
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