游戏方式、情绪理解能力与幼儿亲社会行为的关系研究
发布时间：2019-04-23 12:29
【摘要】：亲社会行为是指一切对他人或社会有益的行为,它有利于社会和谐与稳定,是人与人之间和谐相处必不可少的因素。亲社会行为研究从二十世纪六七十年代开始盛行。前人有关亲社会行为的研究成果颇丰,主要探索了亲社会行为的起源、本质以及影响因素,总结影响因素大致分为内因和外因两个维度,但多数研究只涉及其中一个维度,本研究选取外因(游戏方式)和内因(情绪理解能力)两个维度,用以考察与幼儿亲社会行为的关系,并对亲社会行为划分类型,分为帮助、安慰和分享。研究一探究不同的游戏方式(外因)对幼儿亲社会行为的影响,采用2 (游戏方式:合作和竞争)*2 (年龄)的实验设计,将4-5岁的幼儿随机分配到合作和竞争两种游戏方式中,接着用情景模拟的方法测得不同游戏方式干预后其帮助、安慰和分享三种亲社会行为。研究结果显示:(1)年龄对亲社会行为产生显著影响,随着年龄增加,亲社会行为显著增加。(2)游戏方式对亲社会行为产生显著影响,合作的游戏方式相比于竞争的游戏方式,幼儿出现更多的亲社会行为。(3)帮助、安慰和分享行为相互独立,出现频率从高到低分别是帮助、分享和安慰。(4)游戏方式和亲社会行为类型存在交互作用,游戏方式对安慰和分享影响显著,对帮助影响不显著;合作和竞争方式下,帮助、安慰和分享两两相关显著。研究二在研究一的基础上,采用Denham(1986)的改编范式,用情绪情景识别、基于愿望的情绪理解和基于信念的情绪理解三个任务来测得幼儿的情绪理解能力,从而探究情绪理解能力与幼儿亲社会行为的关系。结果显示:(1)四种表情的情景识别(高兴、伤心、害怕和生气)存在显著差异,高兴、害怕的识别显著高于生气和伤心;基于信念的情绪理解发展晚于基于愿望的情绪理解。(2)游戏方式对情绪理解能力影响不显著,情绪理解能力相对稳定。(3)情绪理解能力和亲社会行为不存在显著正相关,但是和分享存在显著的正相关。结合研究一和研究二得出总结论:(1)游戏方式和年龄对亲社会行为产生显著影响,游戏方式显著影响安慰和分享。(2)情绪理解和游戏方式两个因素共同影响幼儿分享行为。综上所述,本研究从外因(游戏方式)和内因(情绪理解能力)相结合的角度,探索与4-5岁幼儿亲社会行为的关系,一方面,丰富了幼儿亲社会行为的影响因素理论研究,另一方面,为幼儿亲社会行为的培养提供有力的参考依据,从而更科学地引导幼儿发展亲社会行为,促进人格健康发展和社会和谐发展。
[Abstract]:Pro-social behavior refers to all the behaviors beneficial to others or society. It is conducive to social harmony and stability and is an indispensable factor for harmonious coexistence between people. The study of pro-social behavior began to prevail in the 1960s and 1970s. Previous researches on prosocial behavior are quite fruitful, mainly exploring the origin, essence and influencing factors of prosocial behavior, summarizing that the influencing factors are roughly divided into two dimensions: internal factor and external factor, but most studies only involve one dimension. In this study, two dimensions, external factor (play style) and internal factor (emotional comprehension ability), were selected to investigate the relationship between prosocial behavior and children's pro-social behavior, and the types of pro-social behavior were divided into help, comfort and sharing. The first study explored the effects of different play styles (external causes) on the pro-social behavior of young children, and adopted the experimental design of 2 (game style: cooperation and competition) * 2 (age). The 4-5-year-old children were randomly assigned to two kinds of games: cooperation and competition. Then the help, comfort and sharing of three kinds of pro-social behaviors were measured by scenario simulation after the intervention of different play modes. The results showed that: (1) Age had a significant effect on prosocial behavior, and with the increase of age, pro-social behavior increased significantly. (2) play style had a significant impact on prosocial behavior. Cooperative play is more pro-social behavior than competitive play. (3) help, comfort, and sharing are independent of each other, and the frequency from high to low is help. Sharing and comforting. (4) there is interaction between game style and pro-social behavior type, and play style has significant influence on comfort and sharing, but not on help; Cooperation and competition under the mode, help, comfort and sharing pairwise correlation is significant. On the basis of study one, the second study adopted the adapted paradigm of Denham (1986) to measure the emotional comprehension ability of young children with three tasks: emotional situational recognition, desire-based emotional understanding and belief-based emotional understanding. So as to explore the relationship between emotional understanding ability and children's pro-social behavior. The results showed that: (1) there were significant differences in scene recognition (happy, sad, afraid and angry) among the four expressions, and the recognition of happiness and fear was significantly higher than that of anger and sadness; Belief-based emotional understanding develops later than desire-based emotional understanding. (2) Game style has no significant impact on emotional comprehension. Emotional comprehension ability is relatively stable. (3) there is no significant positive correlation between emotional understanding ability and pro-social behavior, but there is significant positive correlation between emotional understanding ability and sharing. Combined with study 1 and study 2, the conclusion is drawn as follows: (1) play style and age have a significant impact on prosocial behavior. Play style significantly affects comfort and sharing. (2) emotional understanding and play style affect children's sharing behavior. To sum up, this study explores the relationship between pro-social behavior and 4-5-year-old children from the angle of combination of external causes (play style) and internal factors (emotional comprehension ability). On the one hand, it enriches the theoretical research on the influencing factors of children's pro-social behavior. On the other hand, it provides a powerful reference for the cultivation of children's pro-social behavior, so as to guide children to develop pro-social behavior more scientifically, to promote the healthy development of personality and the harmonious development of society.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.12
[Abstract]:Pro-social behavior refers to all the behaviors beneficial to others or society. It is conducive to social harmony and stability and is an indispensable factor for harmonious coexistence between people. The study of pro-social behavior began to prevail in the 1960s and 1970s. Previous researches on prosocial behavior are quite fruitful, mainly exploring the origin, essence and influencing factors of prosocial behavior, summarizing that the influencing factors are roughly divided into two dimensions: internal factor and external factor, but most studies only involve one dimension. In this study, two dimensions, external factor (play style) and internal factor (emotional comprehension ability), were selected to investigate the relationship between prosocial behavior and children's pro-social behavior, and the types of pro-social behavior were divided into help, comfort and sharing. The first study explored the effects of different play styles (external causes) on the pro-social behavior of young children, and adopted the experimental design of 2 (game style: cooperation and competition) * 2 (age). The 4-5-year-old children were randomly assigned to two kinds of games: cooperation and competition. Then the help, comfort and sharing of three kinds of pro-social behaviors were measured by scenario simulation after the intervention of different play modes. The results showed that: (1) Age had a significant effect on prosocial behavior, and with the increase of age, pro-social behavior increased significantly. (2) play style had a significant impact on prosocial behavior. Cooperative play is more pro-social behavior than competitive play. (3) help, comfort, and sharing are independent of each other, and the frequency from high to low is help. Sharing and comforting. (4) there is interaction between game style and pro-social behavior type, and play style has significant influence on comfort and sharing, but not on help; Cooperation and competition under the mode, help, comfort and sharing pairwise correlation is significant. On the basis of study one, the second study adopted the adapted paradigm of Denham (1986) to measure the emotional comprehension ability of young children with three tasks: emotional situational recognition, desire-based emotional understanding and belief-based emotional understanding. So as to explore the relationship between emotional understanding ability and children's pro-social behavior. The results showed that: (1) there were significant differences in scene recognition (happy, sad, afraid and angry) among the four expressions, and the recognition of happiness and fear was significantly higher than that of anger and sadness; Belief-based emotional understanding develops later than desire-based emotional understanding. (2) Game style has no significant impact on emotional comprehension. Emotional comprehension ability is relatively stable. (3) there is no significant positive correlation between emotional understanding ability and pro-social behavior, but there is significant positive correlation between emotional understanding ability and sharing. Combined with study 1 and study 2, the conclusion is drawn as follows: (1) play style and age have a significant impact on prosocial behavior. Play style significantly affects comfort and sharing. (2) emotional understanding and play style affect children's sharing behavior. To sum up, this study explores the relationship between pro-social behavior and 4-5-year-old children from the angle of combination of external causes (play style) and internal factors (emotional comprehension ability). On the one hand, it enriches the theoretical research on the influencing factors of children's pro-social behavior. On the other hand, it provides a powerful reference for the cultivation of children's pro-social behavior, so as to guide children to develop pro-social behavior more scientifically, to promote the healthy development of personality and the harmonious development of society.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.12
【参考文献】
相关期刊论文 前10条
1 李幼穗;赵莹;;幼儿同伴关系与情绪理解能力关系的研究[J];心理科学;2009年02期
2 陈t，
本文编号：2463468
本文链接：https://www.wllwen.com/jiaoyulunwen/jiaoyutizhilunwen/2463468.html
