学校道德氛围心理学研究

发布时间：2018-04-26 03:21

本文选题：学校道德氛围 + 公正　；参考：《上海师范大学》2007年博士论文

【摘要】： 通过对国内外学者关于学校道德氛围研究进行综述与分析,我们发现学校道德氛围心理学研究仍有显见的不足与空白,非常有必要进行深入研究。在我国,当前进行学校道德氛围研究既有时代意义,也有理论意义与实践价值。通过文献研究、访谈研究等途径,我们界定了学校道德氛围的概念并编制了学校道德氛围问卷,经心理测量学检验,由公正、关爱与宽恕构成的学校道德氛围问卷具有较高的信度与效度等指标,可以作为我国学校道德氛围心理学研究的测查工具。用该问卷作为研究工具,从我国东部、中部及西部的4所学校中各随机抽取初一、初三与高一的各一个班进行问卷研究。研究结果表明,学生对关爱氛围的感知程度明显高于对宽恕氛围、公正氛围的感知程度,中部地区学校的学生道德氛围感知程度高于西部与东部地区的学生,初一学生学校道德氛围感知程度高于初三与高二学生。除公正氛围感知程度有明显差别外,男女同学对学校道德氛围的感知程度没有显著差异。分别以学校里的倡行(受鼓励、赞扬的行为)与陋行(受禁止、批评的行为)为内容编制情境故事作为研究材料,从学生对道德规范遵违的感知来对学生学校道德氛围感知进行情境故事的投射性研究。研究结果表明,对这两种氛围的感知,会随主人公意愿、求助者要求、老师要求、家长态度、社会态度的不同而不同,且在认知判断、行为倾向、情感体验上也会表现出差异。在访谈研究中发现,在公正氛围感知方面,三个年级的学生都认为学校里有大量不公正的现象存在;在关爱氛围感知方面,初一与高二学生认为班级里关爱情况较多,而初三学生的感知与他们相反;在宽恕氛围感知方面,初一与初三学生感到几乎没有,而高二学生则感到同学之间有宽恕现象存在。以公正氛围感知与关爱氛围感知为内容,采用情境讨论与角色扮演两种方式,对初一年级学生进行了干预研究。研究发现,以公正氛围感知为内容的干预训练,对提高被试公正氛围感知程度有明显的效果;以关爱氛围感知为内容的干预训练,不仅能提高被试关爱氛围感知程度,且能对宽恕氛围感知产生纵向迁移。以情境讨论或角色扮演的方式进行干预,对提高被试公正、关爱与宽恕氛围的感知程度都有明显的效果。
[Abstract]:By summarizing and analyzing the research of school moral atmosphere at home and abroad, we find that there are still obvious deficiencies and gaps in the study of school moral atmosphere psychology, and it is very necessary to carry out further research. In our country, the current study of school moral atmosphere has not only the significance of the times, but also the theoretical significance and practical value. Through literature research and interview research, we define the concept of school moral atmosphere and compile the questionnaire of school moral atmosphere. The school moral atmosphere questionnaire composed of love and forgiveness has high reliability and validity and can be used as a tool for the study of school moral atmosphere psychology in China. Using the questionnaire as a research tool, a questionnaire was conducted in each of the four schools in the east, middle and west of China, which were randomly selected from each class of grade one, grade three and high school. The results show that students' perception of caring atmosphere is significantly higher than that of forgiveness and justice atmosphere, and that of students' moral atmosphere in central schools is higher than that of students in western and eastern regions. The perceived degree of school moral atmosphere of the first grade students is higher than that of the third and second grade students. There is no significant difference in the perceived degree of school moral atmosphere between male and female students except for the obvious difference in the perceived degree of fair atmosphere. Using school initiatives (encouraged, praised) and shabby (prohibited, critical) as the content of situational stories as research materials, From the perspective of students' perception of violation of moral norms, the projective study of situational stories is carried out on students' perception of moral atmosphere. The results show that the perception of these two kinds of atmosphere will be different with the hero's will, the request of the suitor, the teacher's request, the parents' attitude, the social attitude, and the difference in the cognitive judgment, the behavior tendency, the emotion experience. In the interview study, we found that in the sense of fair atmosphere, the students of three grades think that there are a lot of unfair phenomena in the school; in the sense of caring atmosphere, the first and second grade students think that there is more love in the class. On the other hand, the perception of the third grade students is opposite to theirs; in the sense of forgiveness atmosphere, the first and third grade students feel that there is almost no forgiveness, while the senior two students feel that there is forgiveness between their classmates. Taking the perception of fair atmosphere and caring atmosphere as the content, this paper conducted an intervention study on junior high school students by means of situational discussion and role playing. The study found that the intervention training with the content of fair atmosphere perception has obvious effect on improving the participants' sense of fair atmosphere, and the intervention training with caring atmosphere perception as the content can not only improve the participants' awareness of caring atmosphere. And the perception of forgiveness atmosphere can produce vertical transfer. Intervention by situational discussion or role-playing can improve the perception of justice, love and forgiveness.
【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G41

【引证文献】