自我肯定减少初中生自我设限行为的研究

发布时间：2018-01-02 20:26

本文关键词：自我肯定减少初中生自我设限行为的研究　出处：《浙江师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：目的：研究目的主要包括三个方面,在真实教学现场的情境下,自我肯定是否可以减少初中生的自我设限行为；自我肯定是否能够引发被试的积极情感；不同自我肯定操作的效果是否有显著差异。方法：通过两个实验来验证假设。以初二学生为被试,随机分到三种实验条件下：价值写作肯定条件、友善问卷肯定条件和无肯定条件。实验流程如下： (1)自我肯定操作环节：不同实验条件下被试完成不同的写作任务。价值观写作肯定组完成《个人态度问卷1》,友善问卷肯定组完成《个人经历问卷》。控制组的被试分别完成《个人态度问卷2》和《个人观点问卷》。 (2)情感测量环节：请被试根据自我肯定操作环节中产生的情感,为以下几种情感打分,包括仁爱感、喜悦感、奉献感、连接感和自豪感。 (3)情境操纵和检测环节：告知被试进行进行智力测验并公布结果。测量被试对测验重要性的评估、测验成绩的估计和估计准确度。 (4)自我设限行为的测量：分为行动式自我设限的测量和自称式自我设限的测量。使用选择的练习题版本作为行动式自我设限的指标,被试选择包含练习题数目越少的练习题版本,表明被试的行动式自我设限越强。使用自编的自称式自我设限问卷,命名为《影响因素问卷》,共5道题,5点计分。1表示“完全符合”,5表示“完全不符合”。让被试对问卷中影响智力测验表现的陈述进行相符程度的打分,作为自称式自我设限的指标。结果： (1)情境操纵让被试普遍感觉智力测验比较重要,自己成绩一般,对成绩的估计并不确定。 (2)不同实验条件下,被试对测验重要性的评估、测验成绩的估计和估计准确度之间没有显著差异。 (3)两种自我肯定操作均引发了被试的积极情感,且效果相当,自我肯定操作条件下被试产生的积极情感显著多于控制组。 (4)无肯定条件下被试的行动式自我设限指标显著大于价值写作肯定条件和友善问卷肯定条件,不同肯定条件下的被试在行动式自我设限指标上差异不显著。 (5)在自称式自我设限指标上,三种实验条件之间略有差异,无肯定条件下被试的自称式自我设限行为更多一些,但是三种条件下被试的差异并不显著。结论： (1)自我肯定能够减少初中生的行动式自我设限行为。 (2)自我肯定操作可以引发被试的积极情感。 (3)不同的自我肯定操作在引发积极情感、减少自我设限行为上没有显著差异。
[Abstract]:Objective: the purpose of the study mainly includes three aspects, whether self-affirmation can reduce the self-limiting behavior of junior high school students in the real teaching scene; Whether self-affirmation can arouse the positive emotion of the subjects; Whether there are significant differences in the effects of different self-affirmation operations. Methods: two experiments were conducted to verify the hypothesis. The students were randomly divided into three experimental conditions: positive conditions for value writing, positive conditions for friendly questionnaires and no positive conditions. The experimental process is as follows: (1) Self-affirmation: the subjects completed different writing tasks under different experimental conditions. The values writing affirmation group completed the "personal attitude questionnaire 1". The subjects in the control group completed the personal attitude questionnaire 2 > and the personal viewpoint questionnaire respectively. (2) emotion measurement: participants are asked to rate the following emotions according to the emotions generated in the self-affirmation process, including benevolence, joy, dedication, connection and pride. (3) situational manipulation and detection: the participants were informed to conduct intelligence tests and the results were published. The evaluation of test importance, the estimation and accuracy of test results were measured. Measurement of self-limiting behavior: it is divided into the measurement of self-imposed behavior and the measurement of self-imposed behavior. The selected exercise version is used as the index of self-limitation. The participants chose the exercise version which included fewer exercise questions, which indicated that the participants had stronger self-limitation of action type. The self-made self-proclaimed self-limiting questionnaire was named "factors of influence questionnaire", and there were five questions. A score of 5 points indicates that "fully consistent" means "totally incompatible." the subjects were asked to score the degree of conformity of the statements in the questionnaire that affected the performance of the intelligence test as an indicator of self-imposed self-limitation. Results: (1) situational manipulation makes the subjects feel that intelligence tests are more important, their scores are average, and their estimation of achievement is uncertain. 2) under different experimental conditions, there was no significant difference between the evaluation of test importance, the estimation of test scores and the accuracy of estimation. 3) the positive emotion of the subjects was induced by two kinds of self-positive operation, and the effect was similar. The positive emotion of the subjects under the self-positive operation condition was significantly more than that of the control group. (4) the behavioral self-limiting index of the subjects without certainty was significantly higher than that of the positive condition of value writing and the positive condition of friendly questionnaire. There was no significant difference in the behavioral self-limiting index among the subjects under different positive conditions. 5) there is a slight difference among the three experimental conditions, and the self-proclaimed self-limiting behavior of the subjects is more than that of the subjects without positive conditions, but the differences are not significant under the three conditions. Conclusion: 1) self-affirmation can reduce the behavioral self-limiting behavior of junior high school students. 2) self-affirmation can trigger positive emotion. 3) there was no significant difference between different self-affirmative actions in inducing positive emotion and reducing self-limiting behavior.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G444;G635.5

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