问题行为青少年反思自我评价的记忆效应

发布时间：2018-01-18 02:25

本文关键词：问题行为青少年反思自我评价的记忆效应　出处：《江西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：青少年处在青春期的特殊阶段,一方面,自我意识发展迅速,心理发展中易产生矛盾,是问题行为普遍存在的年龄阶段。另一方面,青少年十分注重别人对自己的看法,反思自我评价即自己认为别人是如何看待自己的,并且反思自我评价对青少年的行为有一定的预示作用。那么,具有问题行为的青少年的反思自我评价是否会表现出一定的特点,本研究希望通过自我记忆效应的实验来探讨这一问题,从而探寻一种有效的教育方法——通过改变重要他人的评价来达到减少青少年问题行为的目的。由于国内相关研究较少,本研究对教育实践活动的展开具有一定现实的意义。本文采取问卷调查法和实验法,在某中学和中职学校随机抽取198名学生作为研究对象,以符号互动理论为基础,探讨具有问题行为的青少年和问题行为较少的青少年对不同重要他人对他们的正负向评价的记忆正确率差异,通过对数据处理和分析后得出以下一些有意义的结论:(1)青少年问题行为普遍存在,其中学习适应不良、神经质和考试焦虑较多,攻击、违纪、退缩行为相对较少,问题行为在性别和家庭结构上存在显著差异。(2)青少年对五类评价人的在意程度由高到低分别为:母亲和父亲、好友、老师、同学。青少年对五类评价人的亲密度由高到低分别为:好友、母亲、父亲、同学、老师。(3)问题行为高分组青少年的反思自我评价显著低于低分组。两组青少年对好友和同学的反思自我评价显著高于对母亲、父亲和老师,并且他们的反思自我评价在性别上存在显著差异。(4)青少年的反思自我评价与各类问题行为存在不同程度的相关关系,并且反思自我评价对问题行为有负向预测作用。(5)问题行为高分组与低分组青少年对好友的正向和老师的负向反思自我评价出现了记忆优势效应。问题行为低分组青少年对同学和老师的正向和对母亲的负向反思自我评价出现了记忆优势效应。问题行为低分组青少年的反思自我评价的记忆正确率在性别上存在显著差异,女生明显优于男生。因此,对于问题行为较多的青少年,对其的教育方式要具有针对性,多给予激励,重视他们的感受,亲子与师生之间增加沟通,只有学校和家庭共同努力才能促使青少年问题行为的减少,使他们健康发展。
[Abstract]:Teenagers are in the special stage of adolescence. On the one hand, self-consciousness develops rapidly, and the psychological development is prone to contradictions, which is the common age stage of problematic behavior. On the other hand. Teenagers pay great attention to other people's views on their own, reflect on self-evaluation, that is, how they think others think of themselves, and reflect that self-evaluation has a certain predictive effect on the behavior of teenagers. Whether the reflective self-evaluation of adolescents with problematic behavior will show certain characteristics, this study hopes to explore this problem through the experiment of self-memory effect. In order to explore an effective education method-by changing the evaluation of important others to achieve the goal of reducing adolescent problem behavior. This study is of practical significance to the development of educational practice. This paper adopts questionnaire and experimental methods to select 198 students randomly from a middle school and a secondary vocational school as the research object. Based on the theory of symbolic interaction, this paper explores the difference of memory accuracy between adolescents with problem behavior and adolescents with less problem behavior for different important others' positive and negative evaluation of them. Through the data processing and analysis, some meaningful conclusions can be drawn as follows: (1) the behavior of youth problems is common, among which learning adaptation, neuroticism and test anxiety are more, aggression, violation of discipline. There are significant differences between gender and family structure in problem behavior. (2) the attention of adolescents to the five types of evaluators is from high to low: mother and father, good friend, teacher. Students. Adolescents of the five types of evaluation of people from high to low affinity is: friends, mothers, fathers, classmates. The reflective self-evaluation of adolescents in the high score group was significantly lower than that in the low group, and the reflective self-evaluation of friends and classmates in the two groups was significantly higher than that of the mother, father and teacher. And their reflective self-evaluation has significant gender differences. (4) adolescents' reflective self-evaluation and various types of problem behavior have different degrees of correlation. And reflect on the negative predictive effect of self-evaluation on problem behavior. The high score group of problem behavior and the low group adolescents had positive reflection on their friends and negative reflection on their teachers. There was a memory advantage effect on the self-evaluation of the students and teachers and the negative reflection on the mother of the students and teachers of the adolescents with the low group of problem behavior. Self-evaluation has the effect of memory advantage. There are significant differences in the correct rate of self-evaluation of self-evaluation in gender. Girls are obviously superior to boys. Therefore, for adolescents with more problematic behavior, their education methods should be targeted, more incentives, attach importance to their feelings, parents and children and teachers and students to increase communication. Only the joint efforts of schools and families can reduce the behavior of adolescents and make them develop healthily.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B844.2

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