家庭环境、学校环境与中学生共情能力的关系研究

发布时间：2018-10-23 20:35

【摘要】：为探索中学生共情能力的整体状况,以及家庭环境、学校环境与中学生共情能力之间的关系,本研究主要采用家庭环境量表(FES-CV)、学生学校环境问卷和基本移情量表(BES)进行问卷调查,对初一、初二、高一、高二四个年级采用分层抽样法,抽取江华及白芒营1474名在校中学生为研究对象,对中学生共情能力的现状及与家庭环境、学校环境的关系进行分析和探讨。研究结果表明： (1)女生的共情能力均优于男生,并且存在显著差异(t=11.170,p.001)；中学生的认知共情能力(F=5.261,p.001)和共情总分(F=3.009,p.05)在年级上存在显著差异。 (2)性别与居住地对独立性(F=7.67,p.01)、成功性(F=7.40,p.01)与知识性(F=4.38,p.05)的交互作用显著；是否独生与居住地对知识性(F=7.01,p.01)和组织性(F=5.86,p.05)的交互作用显著； (3)中学生的各类共情能力与家庭环境的亲密度(r(CE)=-.060, p.05)、知识性(r(BTS)=-.059,P.05)、成功性(r(AE)=-.052,p.05)、组织性(r(AE)=-.055,p.05;r(CE)=-.108,p.001;r(BTS)=-.096,p.001)和控制性因子r(CE)=-.069,p.01;r(BTS)=-.054,p.05显著相关,与学校环境的各个维度显著相关；并能被家庭环境和学校环境的部分因子预测。 (4)家庭环境中的知识性、组织性、控制性和学校环境中的同伴关系、课堂气氛、物质环境、规章制度直接影响青少年的认知共情(AE)；家环境中的亲密度和知识性和学校环境中的师生关系、同伴关系及规章制度直接影响青少年的情感共情(CE)。结论：共情能力存在性别差异,女生共情能力优于男生；家庭环境中部分因子和学校环境五个因子对中学生的共情能力有影响。
[Abstract]:In order to explore the overall situation of empathy ability of middle school students, and the relationship between family environment, school environment and empathy ability of middle school students, This research mainly uses the family environment scale (FES-CV), the student school environment questionnaire and the basic empathy scale (BES) to carry on the questionnaire survey, uses the stratified sampling method to the first grade, the second grade, the high school grade one, the second grade, the senior grade four grades. Taking Jiang Hua and 1474 middle school students in Baimanying as the research objects, the present situation of students' empathy ability and their relationship with family environment and school environment were analyzed and discussed. The results showed that: (1) the empathy ability of girls was better than that of boys, and there was significant difference (t 11.170 p. 001); The cognitive empathy ability of middle school students (FF5. 261 p. 001) and the total score of empathy (FF3. 009 p. 05) were significantly different in grade. (2) gender and place of residence had significant interaction with independence (F7. 67 p. 01), success (FG. 7. 40 p. 01) and knowledge (F4. 38 p. 05); The interaction between the single child and the place of residence on knowledge (FN 7.01 p. 01) and organization (FV 5.86 p. 05) was significant; (3) (r (CE) = -.060, p. 05), intellectual (r (BTS) = -.059p. 05), successful (r (AE) = -.052p. 05), organizational (r (AE) = -0555p. 05nr (CE) = -108p. 001r (BTS) = -096p. 001) and controlling factor r (CE) = -.094p. 01r (BTS) = -054p. 05, significantly correlated with each dimension of school environment; And can be predicted by some factors of family environment and school environment. (4) knowledge, organization, control and peer relationship in school environment, classroom atmosphere, material environment, The rules and regulations directly affect the affinity and knowledge in the (AE); home environment and the teacher-student relationship in the school environment, and the peer relationship and the rules and regulations directly affect the emotional empathy (CE). Of the teenagers. Conclusion: the empathy ability of girls is better than that of boys, and some factors of family environment and school environment have influence on the empathy ability of middle school students.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G635.5;G449

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