小学生正式团体与非正式团体领导者特征的追踪研究

发布时间：2018-03-27 14:54

本文选题：小学生　切入点：正式团体领导者　出处：《鲁东大学》2013年硕士论文

【摘要】：在我们的周围存在着各种各样的团体，既有正式团体也有非正式团体。在团体中有一个非常重要的因素，那便是团体的领导者。而在小学生团体中，正式团体领导者和非正式团体领导者异于成年团体领导者，同时伴随着小学生认知和思维能力的发展，其特征也随之发生相应的变化。目前关于领导者的研究主要集中于成人团体领导者，对于儿童团体领导者却鲜有涉及。本文选取某省小学的学生作为被试，从二年级一直追踪到六年级并选取二、四、六三个年级的数据，采用班级戏剧问卷、友谊同伴关系问卷和教师评价问卷，对小学生正式团体和非正式团体领导者的特征进行研究，，同时采用纵向分析的方法追踪研究二、四、六年级团体领导者的变化以及随之伴随的特征变化。本文在对正式团体和非正式团体领导者进行分类时，着重注意到既是正式团体又是非正式团体领导者的学生，也就是本文中所提到的双团体领导者。在对领导者进行特征分析的时候，我们主要是分析其社会行为和学业成绩，社会行为侧重于攻击行为、退缩行为和亲社会行为，目的在于通过具体直观的数据显示在各社会行为上，不同团体领导者有何不同。结果表明： 1.各年级不同团体领导者的数目并无多大差异，正式团体领导者和非正式团体领导者数目无显著差异。 2.社会行为方面，在攻击行为上，非正式团体领导者显著高于其他团体领导者；在退缩行为上，团体领导者显著低于普通学生；在亲社会行为上则双团体领导者显著高于其他。而在学业成绩方面，双团体领导者显著高于其他。 3.在领导者变化方面，未发生变化的领导者在攻击行为、亲社会行为以及学业成绩上得分均较高。而对退缩行为而言，由团体领导者变为非团体领导者的学生得分较低。 4.在纵向研究方面，通过前后对比发现，普通成员变为领导者的攻击行为和退缩行为有所下降，亲社会行为和学业成绩则有所上升，而领导者变为参照成员则与之相反。
[Abstract]:There are all kinds of groups around us, both formal and informal. There is a very important factor in the group, that is, the leader of the group, and in the group of pupils, Formal group leaders and informal group leaders are different from adult group leaders. With the development of pupils' cognitive and thinking abilities, the characteristics of formal group leaders and informal group leaders change accordingly. At present, the research on leaders is mainly focused on adult group leaders, but rarely on children's group leaders. This paper selects students from a province's primary school as subjects, from second grade to sixth grade, and selects second and fourth grade. Using class drama questionnaire, friendship peer relationship questionnaire and teacher evaluation questionnaire, the characteristics of the leaders of formal and informal groups of primary school students were studied. Meanwhile, longitudinal analysis was used to track the characteristics of the leaders of the formal and informal groups. In classifying the leaders of formal and informal groups, this paper focuses on students who are leaders of both formal and informal groups. When we analyze the characteristics of leaders, we mainly analyze their social behavior and academic achievements, social behavior focuses on aggressive behavior, withdrawal behavior and pro-social behavior. The aim is to show, through specific and intuitive data, how leaders of different groups differ in terms of social behaviour. The results show that:. 1. There was no significant difference in the number of group leaders between different grades, but there was no significant difference between formal group leaders and informal group leaders. 2. In terms of social behavior, informal group leaders are significantly higher than other group leaders in aggressive behavior, and group leaders are significantly lower than ordinary students in withdrawal behavior; In terms of prosocial behavior, double group leaders were significantly higher than others, while in academic performance, double group leaders were significantly higher than others. 3. In the aspect of leader change, the leaders who had not changed scored higher in aggressive behavior, pro-social behavior and academic achievement, but students who changed from group leaders to non-group leaders scored lower for withdrawal behavior. 4. In the aspect of longitudinal research, it was found that the behavior of aggression and withdrawal of ordinary members into leaders decreased, while the behavior of prosocial behavior and academic achievement increased, while the leader turned into reference members.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G444;G625.5

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