本文選題：3-6年級小學(xué)生 + 社會(huì)排斥��； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：以遼寧省3所小學(xué)的3-6年級學(xué)生為被試,運(yùn)用質(zhì)性研究范式,考察小學(xué)3-6年級群體中的社會(huì)排斥現(xiàn)象。研究中按照班級學(xué)號隨機(jī)選取了40名學(xué)生作為訪談對象,在征得受訪者的允許下,利用電子錄音以及文字記錄作為編碼的依據(jù),根據(jù)社會(huì)排斥的主要表現(xiàn)形式的預(yù)先假設(shè),使用Nvivo10.0質(zhì)性研究分析軟件將訪談獲得的資料進(jìn)行編碼與分析,采用原始資料檢驗(yàn)法、專家評價(jià)法等效度評估以及歸類一致性指數(shù)信度評估就所得文本進(jìn)行檢驗(yàn),訪談結(jié)果擁有較高的一致性,本研究信效度良好。結(jié)果表明:社會(huì)排斥現(xiàn)象在小學(xué)3-6年級群體中普遍存在,40名受訪者均報(bào)告了與社會(huì)排斥相關(guān)的不同經(jīng)歷,主要為回避、拒絕、忽視、言語中傷和行為傷害、差別對待這五種表現(xiàn)形式,其中言語中傷與行為傷害類相關(guān)的社會(huì)排斥現(xiàn)象所占比重最大,然后依次為回避類、拒絕類、差別對待類以及忽視類;通過訪談了解到,愛打(罵)人的學(xué)生受到的社會(huì)排斥比重最大,然后依次為雙方曾經(jīng)有過矛盾,異性以及玩游戲不厲害等;在遭受社會(huì)排斥后,受訪者的情緒反應(yīng)多數(shù)為生氣,然后為不高興,主要都為負(fù)面情緒;關(guān)于遭受排斥后應(yīng)對策略,選擇直接走開比重最大,其次為選擇跟對方解釋、找別人玩、以后排斥對方等;其中相當(dāng)數(shù)量的受訪者在遭受排斥后沒有相應(yīng)的應(yīng)對策略。受訪者對社會(huì)排斥的認(rèn)知具體細(xì)分為對各個(gè)維度的認(rèn)知,其中對差別對待的認(rèn)知比重最大,主要為覺得不公平、其他同學(xué)間的關(guān)系比較好等;其次為對回避的認(rèn)知,包括認(rèn)為是別人不愛跟自己玩、不喜歡自己、嫌自己不好等;其次是對忽略的認(rèn)知,包括為覺得別人沒重視自己、不重視自己的意見以及感覺到自己受到了冷落與忽略;然后是對拒絕的認(rèn)知,主要為覺得別人不愿意跟自己玩、別人是故意的、覺得自己不好等;最后是對于中傷的認(rèn)知,包括認(rèn)為是自己做的不好、覺得是別人的原因等;流動(dòng)兒童與本地兒童的訪談結(jié)果也做了相應(yīng)的比較,流動(dòng)兒童社會(huì)排斥現(xiàn)象出現(xiàn)的頻率要高于本地兒童,且在遭受社會(huì)排斥后產(chǎn)生的負(fù)面情緒也要高于本地兒童,流動(dòng)兒童對于社會(huì)排斥現(xiàn)象的認(rèn)知要多于本地兒童。
[Abstract]:Taking 3-6 grade students from three primary schools in Liaoning Province as subjects, the social exclusion phenomenon in grade 3-6 groups in primary schools was investigated by qualitative research paradigm. In the study, 40 students were randomly selected according to the class number as the interview subjects. With the permission of the interviewees, electronic recordings and written records were used as the basis of coding, according to the presupposition of the main manifestations of social exclusion. Nvivo10.0 qualitative research and analysis software is used to code and analyze the data obtained from the interview. The text is tested by the original data test method, the expert evaluation method and the classification consistency index reliability evaluation. The results of the interview were consistent and the reliability and validity of this study were good. The results showed that there were 40 subjects who reported different experiences related to social exclusion, such as avoidance, rejection, neglect, verbal slander and behavioral injury. Among the five forms of differential treatment, the proportion of social exclusion related to injurious behavior is the largest, followed by avoidance, rejection, differential treatment and neglect. Students who love to beat up (scold) suffer the largest proportion of social exclusion, followed by conflicts between the two sides, the opposite sex and the play of games. After being socially excluded, the respondents' emotional reactions were mostly angry and then unhappy. The main negative emotion is negative emotion; regarding the coping strategy after being rejected, choosing to walk away directly is the largest proportion, followed by the choice to explain to the other party, to find others to play, to reject the other side after; A significant number of respondents did not have a corresponding coping strategy after being ostracized. The respondents' cognition of social exclusion was subdivided into the cognition of each dimension, in which the cognitive proportion of differential treatment was the largest, mainly felt unfair, the relationship between other students was better, and the second was the cognition of avoidance. It includes thinking that others do not like to play with themselves, do not like themselves, disrelish themselves, and so on; the second is the cognition of neglect, including the feeling that others do not value themselves, do not attach importance to their own opinions and feel that they have been neglected and neglected; Then there is the recognition of rejection, mainly for the perception that others are unwilling to play with themselves, that others are deliberate, and that they feel bad about themselves. Finally, there is a perception of slander, including thinking that it is not good for oneself and that it is someone else's cause, and so on. The interview results of migrant children and local children were also compared. The frequency of social exclusion of migrant children was higher than that of local children, and the negative emotion caused by social exclusion was higher than that of local children. Migrant children know more about social exclusion than local children.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842

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本文編號：1944969