【摘要】：隨著積極心理學(xué)的逐步興起,幽默成為心理學(xué)家研究的熱點(diǎn)之一。傳統(tǒng)觀點(diǎn)認(rèn)為幽默能夠促進(jìn)個(gè)體身心健康,但近年來Martin等學(xué)者提出了幽默風(fēng)格模型,認(rèn)為并不是所有的幽默都是有益的。此模型包含四個(gè)維度,分別為：親和型幽默、自強(qiáng)型幽默、嘲諷型幽默、自貶型幽默,其中前兩種幽默風(fēng)格有利于身心健康,后兩種幽默風(fēng)格不利于身心健康的發(fā)展。小學(xué)高年級(jí)兒童正處于向青春期過渡階段,了解他們的幽默風(fēng)格有助于提高同伴接納水平,使其更好地適應(yīng)中學(xué)生活,因此本研究具有一定的理論意義和現(xiàn)實(shí)意義。首先,查閱國(guó)內(nèi)外關(guān)于幽默風(fēng)格的結(jié)構(gòu)和內(nèi)涵、兒童幽默風(fēng)格、幽默風(fēng)格與同伴接納關(guān)系方面的文獻(xiàn),對(duì)此進(jìn)行梳理后形成小學(xué)高年級(jí)兒童幽默風(fēng)格文獻(xiàn)綜述。其次,請(qǐng)心理學(xué)專家對(duì)已有的中文版幽默風(fēng)格問卷進(jìn)行評(píng)閱,選取小學(xué)高年級(jí)兒童進(jìn)行預(yù)測(cè),對(duì)收集的數(shù)據(jù)進(jìn)行因素分析和信度分析,據(jù)此修改不合適的題目,形成適合小學(xué)高年級(jí)兒童群體的正式問卷；再次,用已修訂的問卷對(duì)小學(xué)五、六年級(jí)兒童進(jìn)行施測(cè),對(duì)收集的數(shù)據(jù)進(jìn)行獨(dú)立樣本t檢驗(yàn),分析小學(xué)高年級(jí)兒童幽默風(fēng)格的特點(diǎn)；最后,利用同伴提名法測(cè)量小學(xué)高年級(jí)兒童的同伴接納水平,并采用相關(guān)分析和回歸分析的統(tǒng)計(jì)方法分析小學(xué)高年級(jí)兒童幽默風(fēng)格與同伴接納水平的關(guān)系。研究結(jié)果如下：(1)小學(xué)高年級(jí)兒童(五、六年級(jí))群體的幽默風(fēng)格包括四個(gè)維度,分別為：親和型幽默、自強(qiáng)型幽默、嘲諷型幽默、自貶型幽默。(2)小學(xué)高年級(jí)兒童幽默風(fēng)格在人口統(tǒng)計(jì)學(xué)部分變量上存在顯著差異：不同性別的小學(xué)高年級(jí)兒童幽默風(fēng)格在自貶型幽默上差異顯著,男生比女生更喜歡使用自貶型幽默；五年級(jí)、六年級(jí)兒童在自強(qiáng)型和自貶型幽默這兩個(gè)維度上存在顯著差異,五年級(jí)兒童比六年級(jí)兒童更傾向于使用自強(qiáng)型和自貶型幽默；來自不同生源地的小學(xué)高年級(jí)兒童在親和型幽默和自強(qiáng)型幽默這兩個(gè)維度上存在顯著差異,來自城市的兒童比來自鄉(xiāng)鎮(zhèn)的兒童更喜歡使用親和型幽默和自強(qiáng)型幽默；是否獨(dú)生子女在四種類型幽默風(fēng)格中無顯著性差異。(3)小學(xué)高年級(jí)兒童親和型幽默風(fēng)格與高接納水平存在顯著正相關(guān),與低接納水平存在顯著負(fù)相關(guān)；自強(qiáng)型幽默風(fēng)格與同伴接納水平不存在顯著相關(guān)；嘲諷型幽默風(fēng)格與高接納水平存在顯著負(fù)相關(guān),與低接納水平存在顯著正相關(guān)。兒童的自貶型幽默風(fēng)格與高接納水平存在顯著相關(guān),與低接納水平相關(guān)不顯著；(4)親和型幽默風(fēng)格對(duì)高接納水平具有正向預(yù)測(cè)作用,對(duì)低接納水平具有負(fù)向預(yù)測(cè)作用；嘲諷型幽默風(fēng)格對(duì)高接納水平具有負(fù)向預(yù)測(cè)作用,對(duì)低接納水平具有正向預(yù)測(cè)作用；自貶型幽默風(fēng)格只對(duì)低接納水平具有正向預(yù)測(cè)作用；自強(qiáng)型幽默風(fēng)格對(duì)同伴接納水平不具有預(yù)測(cè)作用。
[Abstract]:With the gradual rise of positive psychology, humor has become one of the hotspots of psychologists. The traditional view is that humor can promote individual physical and mental health, but in recent years, Martin and other scholars have proposed humor style model, and not all humor is beneficial. The model includes four dimensions: affinity humor, self-reinforcing humor, sarcastic humor, self-deprecating humor, in which the first two humor styles are beneficial to physical and mental health, and the latter two humor styles are not conducive to the development of physical and mental health. Children in the senior grade of primary school are in the transition stage to adolescence. Understanding their humor style is helpful to improve their peer acceptance and make them better adapt to the life of middle school. Therefore, this study has certain theoretical and practical significance. First of all, the literature about the structure and connotation of humor style, children's humor style, humorous style and peer acceptance were reviewed, and the literature review of humor style of children in primary school was formed after combing the literature on the structure and connotation of humor style, the humorous style of children and the relationship between humor style and peer acceptance. Secondly, psychologists are invited to review the Chinese version of the humor style questionnaire, select the children in the upper grade of primary school to predict, and make factor analysis and reliability analysis on the collected data, so as to modify the inappropriate topics. Thirdly, the revised questionnaire was used to test the fifth and sixth grade children, and the collected data were tested by independent t-test to analyze the characteristics of humor style of the children in the senior grade of primary school. Finally, the peer acceptance level was measured by peer nomination method, and the relationship between humor style and peer acceptance level was analyzed by correlation analysis and regression analysis. The results are as follows: (1) the humor style of children in primary school (fifth and sixth grade) includes four dimensions: affinity humor, self-reinforcing humor, satirical humor. (2) there were significant differences in the demographic variables of humor styles among children of higher grade in primary school: the humor styles of children of different genders had significant differences in self-derogatory humor. Boys are more likely to use self-deprecating humor than girls, there are significant differences in self-strengthening and self-derogatory humor between the fifth and sixth grade children, and the fifth grade children are more inclined to use self-reinforcing and self-derogatory humor than the sixth grade children. There are significant differences between the two dimensions of affinity humor and self-reinforcing humor among children from different places of primary school. Children from cities prefer to use affinity humor and self-reinforcing humor than children from villages and towns. Whether the only child has no significant difference in the four types of humorous styles. (3) Affinity humor style has a significant positive correlation with the high acceptance level and a significant negative correlation with the low acceptance level in the senior primary school children; There was no significant correlation between self-reinforcing humor style and peer acceptance level, while there was a significant negative correlation between satirical humor style and high acceptance level, and a significant positive correlation between self-reinforcing humor style and low acceptance level. Children's self-deprecating humor style has significant correlation with high acceptance level, but not with low acceptance level. (4) Affinity humor style has positive predictive effect on high acceptance level and negative predictive effect on low acceptance level. Satirical humor style has a negative predictive effect on high acceptance level and a positive predictive effect on low acceptance level, while self-deprecating humor style has a positive predictive effect on low acceptance level, while self-deprecating humor style has a negative predictive effect on high acceptance level and a positive predictive effect on low acceptance level. Self-reinforcing humor style has no predictive effect on peer acceptance level.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：B844.1

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本文編號(hào)：2159067