分配对象和情境类型及移情能力对幼儿公平分配行为的影响

发布时间：2018-05-03 23:06

本文选题：幼儿 + 公平分配行为　；参考：《江西师范大学》2012年硕士论文

【摘要】：公平分配行为作为儿童道德发展的重要内容之一，影响着儿童个性与社会性发展。研究幼儿的公平分配行为，有助于对儿童社会化及其道德发展的研究，丰富和精细化幼儿亲社会行为的研究，为家庭教育、幼儿园教育目标的树立以及幼儿公平利他行为的培养提供科学依据。近年来，我国在儿童公平性的定义、结构、测量和发展上均取得了一些富有价值的研究成果，但尚未见到系统探讨幼儿公平性行为发展特点及其影响因素的实证研究。有研究者认为，公平行为与儿童的社会性发展紧密联系,不能忽略社会情境和儿童的社会认知能力孤立地研究公平，应系统考察分配对象、情境类型等社会因素及认知能力对幼儿公平分配行为的影响。本研究在总结与评价国内外有关幼儿公平行为发展研究的基础上，旨在探讨分配对象和情境类型及移情能力对幼儿公平分配行为的影响。采用结构访谈法和情景测验法对97名学前幼儿进行测试。具体进行了三项研究：研究一采用3(分配对象)×2(情境类型)两因素重复测量实验设计，考察不同分配对象和情境类型对幼儿公平分配行为的影响；研究二采用结构访谈法和情景测验法，考察移情能力对幼儿公平分配行为的影响；研究三在研究一和研究二的基础上，对97名学前幼儿公平分配行为和移情能力发展特点进行定量研究，以探讨其年龄发展特点。研究结果如下: （1）在面对不同分配对象时，幼儿对朋友的公平分配行为多于对陌生儿童的公平分配行为，，对需要帮助者的公平分配行为多于对朋友和陌生儿童的公平分配行为；（2）在不同分配情境类型下，儿童在负向情境所表现的公平分配行为多于在正向情境下的公平分配行为；（3）在面对不同分配对象时，幼儿在正负向情境下的公平分配行为存在差异；（4）幼儿在负向情境中的分配行为是公平分配行为的重要表现形式，其对幼儿公平分配行为具有显著预测；（5）移情能力对幼儿在负向情境下及对需要帮助者和朋友的公平分配行为均具有预测作用；（6）幼儿公平分配行为发展水平随年龄增长呈上升趋势；（7）幼儿移情能力水平随年龄增长呈上升趋势，6～6.5岁是儿童移情能力发展的一个关键期。幼儿移情能力年龄差异显著。
[Abstract]:As one of the important contents of children's moral development, fair distribution behavior affects children's personality and social development. It is helpful to study the socialization of children and their moral development, enrich and refine the study of children's pro-social behavior, and contribute to the family education. The goal of kindergarten education and the training of children's fair altruistic behavior provide scientific basis. In recent years, some valuable research results have been obtained in the definition, structure, measurement and development of child equity in China. However, no empirical research has been conducted to systematically discuss the characteristics of children's equity behavior development and its influencing factors. Some researchers believe that fair behavior is closely related to the social development of children, so we should not ignore social situations and children's social cognitive ability to study equity in isolation. The influence of social factors such as situational type and cognitive ability on children's fair distribution behavior. On the basis of summing up and evaluating domestic and international researches on the development of infant fair behavior, the purpose of this study is to explore the effect of distribution object, situation type and empathy ability on children's fair distribution behavior. 97 preschool children were tested by structured interview and situational test. Three specific studies were carried out: In the first study, we used 3 (distribution object) 脳 2 (situational type) two factors to measure repeatedly, and investigated the influence of different distribution object and situation type on children's fair distribution behavior. In the second study, the influence of empathy ability on children's fair distribution behavior was investigated by means of structured interview and situational test. On the basis of the first and second studies, the characteristics of 97 preschool children's fair distribution behavior and empathy ability were studied quantitatively in order to explore the characteristics of their age development. The findings are as follows: (1) in the face of different distribution objects, children's fair distribution behavior to friends is more than that to unfamiliar children, and the fair distribution behavior to those in need of help is more than that to friends and strange children; (2) under different distribution situations, children's fair distribution behavior in negative situation is more than that in positive situation; 3) in the face of different distribution objects, there are differences in children's fair distribution behavior in positive and negative situations; (4) the distribution behavior of children in negative situation is an important form of fair distribution behavior, which has significant prediction to children's fair distribution behavior; (5) empathy ability can predict the behavior of children in the negative situation and the fair distribution of people and friends in need of help. 6) the development level of children's fair distribution behavior showed an upward trend with the increase of age. (7) the level of empathy ability of young children increased with the increase of age. 66.5 years old is a key period for the development of children's empathy ability. The age difference of children's empathy ability was significant.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G610

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