大学生虚拟内疚问卷的编制及应用研究

发布时间：2018-05-18 08:14

本文选题：大学生 + 虚拟内疚　；参考：《河北师范大学》2010年硕士论文

【摘要】： 虚拟内疚,是美国心理学家霍夫曼提出的基于移情的内疚理论中的一个概念。它是指在日常生活中,尽管人们实际上并没有做伤害他人的事情,或者所作所为并没有违犯公认的社会道德规范。但如果个体认为自己做了错事,或者与他人所受到的伤害有间接的关系时感到的内疚。虚拟内疚包括：关系内疚、责任内疚、发展的内疚、幸存者内疚等不同的类型。为了了解我国大学生的虚拟内疚发展状况,丰富虚拟内疚理论的实证研究,本研究在综合国内外现有研究的基础上,结合调查和访谈等方法,编制了具有良好信、效度的大学生虚拟内疚问卷。同时考察了我国大学生虚拟内疚的群体特征,探讨了大学生移情水平和虚拟内疚的关系,以为大学生道德教育提供理论依据。本研究的结果表明： (1)编制的大学生虚拟内疚问卷共由23个条目组成,包括发展内疚、责任内疚、关系内疚三个维度,问卷的信、效度指标均符合心理测量学的要求。 (2)整体水平上,大学生的责任内疚、关系内疚得分偏高,但发展内疚略低于责任内疚和关系内疚的得分。 (3)在性别变量上,女大学生在责任内疚维度得分显著高于男大学生,但发展内疚维度得分显著低于男大学生。 (4)就不同专业的大学生而言,文科生在责任内疚、关系内疚和总问卷的得分上均显著高于理科的大学生。 (5)是否为独生子女方面的研究显示：独生子女大学生的发展内疚得分显著高于非独生子女大学生,而责任内疚维度的得分显著低于非独生子女大学生。 (6)不同年级的大学生的虚拟内疚水平差异并不显著。 (7)大学生的移情水平和发展内疚、责任内疚、关系内疚三个维度及总问卷均有显著的相关,移情水平对虚拟内疚具有较好的预测作用。
[Abstract]:Virtual guilt is a concept proposed by American psychologist Hoffman. It means that in daily life, even though people do not actually do harm to others, or do not violate accepted social ethics. But if an individual thinks he has done something wrong or has an indirect relationship with the harm done to another person, he feels guilty. Virtual guilt includes: relationship guilt, responsibility guilt, developing guilt, survivor guilt and so on. In order to understand the development of virtual guilt of college students in our country and enrich the empirical research of virtual guilt theory, this study, based on the existing research at home and abroad, combined with the methods of investigation and interview, has compiled a good credit. Validity of the virtual guilt questionnaire for college students. At the same time, this paper investigates the collective characteristics of virtual guilt of college students in China, and probes into the relationship between the level of empathy and virtual guilt of college students in order to provide a theoretical basis for moral education of college students. The results of this study indicate that: The virtual guilt questionnaire was composed of 23 items, including three dimensions of development guilt, responsibility guilt and relationship guilt. The reliability and validity of the questionnaire met the requirements of psychometrics. 2) on the whole level, the scores of responsibility guilt and relational guilt were higher, but the developmental guilt score was slightly lower than that of responsibility guilt and relationship guilt. 3) in terms of gender variables, female college students scored significantly higher in responsibility guilt dimension than male college students, but developed guilt dimension score was significantly lower than male college students. (4) for the college students with different majors, the scores of responsibility guilt, relationship guilt and total questionnaire of liberal arts students were significantly higher than those of the students majoring in science. 5) the research on whether the only child is an only child shows that the development guilt score of the only child college students is significantly higher than that of the non-only child college students, while the score of responsibility guilt dimension is significantly lower than that of the non-only child college students. 6) there was no significant difference in the level of virtual guilt among students of different grades. (7) there were significant correlations among empathy level, developmental guilt, responsibility guilt, relationship guilt and total questionnaire. Empathy level had a good predictive effect on virtual guilt.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：B844.2

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