【摘要】：自我控制是伴隨個(gè)體一生走向成熟不可缺少的因素,也是推動(dòng)人類社會(huì)不斷進(jìn)步的動(dòng)力。自我控制的能量模型認(rèn)為:個(gè)體進(jìn)行自我控制會(huì)消耗其內(nèi)部的心理控制能量或資源,這種能量不足時(shí)個(gè)體便陷入自我損耗狀態(tài),使其各種社會(huì)適應(yīng)性能力受到損害并在之后的活動(dòng)中表現(xiàn)降低。以往的研究指出,在自我損耗狀態(tài)下個(gè)體更容易發(fā)生壞行為(如攻擊、欺騙等),而且會(huì)減少其好行為(如利他行為),但有關(guān)自我損耗對(duì)利他行為的影響機(jī)制還有待進(jìn)一步澄清:如過(guò)去的研究更多是以大學(xué)生為對(duì)象,且采用自我損耗程度較低的任務(wù)探討自我損耗對(duì)后續(xù)行為(如利他行為)的影響,而在實(shí)際生活中自我損耗的強(qiáng)度遠(yuǎn)不及此,更高程度的自我損耗對(duì)利他行為的影響如何?自我損耗對(duì)利他行為的影響是否會(huì)受到個(gè)體自我控制水平的影響?另有研究表明補(bǔ)充生理能量(葡萄糖)對(duì)自我損耗具有補(bǔ)償?shù)淖饔?那么在不同自我損耗狀態(tài)下,補(bǔ)充生理能量(葡萄糖)后中學(xué)生的利他行為會(huì)有何表現(xiàn)?為此,本研究以中學(xué)生為對(duì)象,以Stroop任務(wù)為心理控制資源的高低自我損耗材料,首先探討了自我損耗對(duì)中學(xué)生利他行為的影響(實(shí)驗(yàn)一);然后,考察了不同自我控制水平的中學(xué)生在自我損耗后的利他行為表現(xiàn)(實(shí)驗(yàn)二);最后通過(guò)補(bǔ)充生理能量對(duì)自我損耗后的中學(xué)生進(jìn)行干預(yù),探討處于不同自我損耗狀態(tài)下的中學(xué)生,在補(bǔ)充生理能量(葡萄糖)后的利他行為表現(xiàn)(實(shí)驗(yàn)三)。通過(guò)以上三個(gè)實(shí)驗(yàn),本研究獲得以下結(jié)論:(1)作為有意識(shí)的加工結(jié)果,個(gè)體的利他行為受到自我控制資源損耗程度的影響,當(dāng)個(gè)體損耗了過(guò)多的心理控制資源而處于高自我損耗狀態(tài)時(shí),更有可能做出利己行為。(2)自我控制水平作為個(gè)體穩(wěn)定的特質(zhì)因素,也影響個(gè)體的利他行為。較高水平自我控制的個(gè)體更傾向于做出利他行為,個(gè)體可以通過(guò)提高自我控制水平來(lái)阻止好行為的減少。(3)葡萄糖作為心理控制資源的一種生理能量,能有效克服高自我損耗個(gè)體利他行為的減少,而給高自我損耗的個(gè)體攝入水或無(wú)攝入則對(duì)其沒(méi)有明顯的影響。當(dāng)個(gè)體由于心理控制資源損耗過(guò)多而處于高損耗狀態(tài)時(shí),可考慮攝入生理能量(葡萄糖)來(lái)恢復(fù)自我控制資源,克服好行為的減少。
[Abstract]:Self-control is not only an indispensable factor to the maturity of individual life, but also a driving force to promote the progress of human society. The energy model of self-control holds that the self-control of an individual will consume its inner mental control energy or resources, and when the energy is insufficient, the individual will fall into a state of self-depletion. It impairs its social adaptability and performance in subsequent activities. Previous studies have shown that individuals are more prone to bad behavior (such as aggression) in a state of self-depletion. But the mechanism of self-depletion on altruistic behavior remains to be further clarified: for example, previous studies have focused more on college students. And using the task with low degree of self-loss to explore the influence of self-loss on subsequent behavior (such as altruistic behavior), but in real life, the intensity of self-loss is far less than this, what is the effect of higher degree of self-loss on altruistic behavior? Is the effect of self-loss on altruistic behavior affected by the level of individual self-control? Other studies have shown that supplementation of physiological energy (glucose) has a compensatory effect on self-loss, so under different self-loss states, what will the altruistic behavior of middle school students after supplement of physiological energy (glucose)? Therefore, taking the Stroop task as the material of high and low self-loss of mental control resources, this study first explores the effect of self-loss on altruistic behavior of middle school students (experiment 1), and then studies the effect of self-depletion on altruistic behavior of middle school students. The altruistic behavior of middle school students with different levels of self-control after self-depletion was investigated (experiment 2). Through the above three experiments, the following conclusions are obtained: (1) as a result of conscious processing, the altruistic behavior of individuals is affected by the degree of self-control resource depletion. Individuals with higher levels of self-control are more likely to behave altruistically. Individuals can prevent the reduction of good behavior by improving their self-control level. (3) glucose is a physiological energy of psychological control resources. It can effectively overcome the decrease of altruistic behavior of individuals with high self-loss, but it has no significant effect on the individuals with high self-loss by ingesting water or not. When the individual is in a state of high wastage due to excessive loss of psychological control resources, we can consider taking in physiological energy (glucose) to restore self-control resources and overcome the decrease of good behavior.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B848.4

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