小学儿童妒忌情绪的发展及妒忌情绪对坚持性的影响

发布时间：2018-01-29 14:09

本文关键词： 小学儿童妒忌发展坚持性　出处：《苏州大学》2014年硕士论文　论文类型：学位论文

【摘要】：近年来，有关自我意识情绪研究的数量稳步上升，妒忌情绪作为自我意识情绪的一种也得到更广泛的重视，尤其在国内，妒忌引发的案件引起人们高度重视，社会对妒忌研究的呼声也此起彼伏。妒忌情绪的发生发展以及它的作用机制引起人们热烈讨论，，本研究拟探讨小学儿童妒忌情绪的发展特点及妒忌情绪对坚持性的影响。本研究首先就国内外有关妒忌含义的界定，妒忌的相关研究以及妒忌的研究方法进行详细系统的描述，又对情绪与坚持性的关系进行陈述，紧接着在以往研究的基础上进行了三个研究，分别探讨小学儿童妒忌的发展特点以及妒忌情绪对坚持性的影响。在研究一中，以177名水河小学3-5年级儿童为群体一，以133名王台小学3-5年级儿童为群体二。在群体一中收集妒忌有关的情境故事，编写妒忌测验材料，共14个故事；由群体二进行验证，最终确定测量材料，有8个情境故事。结果发现：（1）收集的妒忌情境故事来自小学生真实生活，并具有代表性。（2）小学儿童的妒忌可发生于多个地点，比如学校、家庭和其他环境下，主要发生在学校环境里，而学校妒忌又多涉及学业方面，少部分发生在老师对其他同学的认可和伙伴对其他同学的认可情境中；还有一部分发生在家庭环境下，而家庭妒忌多涉及家庭生活富裕方面，少部分发生在父母偏爱和父母夸奖他人的情境下；最后一少部分发生在其他环境下，具体涉及外貌妒忌、品行妒忌和游戏妒忌。（3）在编制的故事情境下，儿童能感受到和妒忌相关的体验，测试可以用于小学生妒忌情绪的测量。在研究二中，以343名3-5年级小学儿童为被试，用研究一编制的妒忌情绪测量材料测量被试的妒忌程度，进而探讨小学生妒忌程度的发展特点。结果显示：（1）3个年级妒忌程度最高的情境地点在家庭，但是3年级家庭与学校环境下的妒忌差异不显著。3个年级学校和其他情境下的妒忌差异都不显著。（2）学校情境下，4、5年级男生妒忌显著比女生高，3年级无性别差异。在男生群体中，5年级显著比4年级得分高，3和5、3和4无显著差异。在女生群体中，3年级妒忌最高，4、5年级差异不显著。（3）在家庭环境中，男孩群体妒忌随年级升高没有显著变化，女孩群体妒忌中4年级妒忌最弱，3和5年级差异不显著。4年级群体中，男生比女生妒忌强，3和5年级妒忌的性别差异不显著。（4）在其他情境下，男生妒忌比女生强，4年级较3年级妒忌有显著的减弱，3和5、4和5年级都没有显著差异。在研究三中，以情绪状态和性别为自变量，坚持性为因变量进行实验，以考察妒忌情绪对坚持性的影响。其中实验组用回忆妒忌经历法诱发妒忌情绪，以83名小学5年级学生为被试进行实验，结果发现：（1）5年级小学儿童的坚持性没有性别差异。（2）5年级小学儿童引发妒忌组比控制组坚持性高。
[Abstract]:In recent years, the number of self-conscious emotion research has risen steadily, jealousy as a kind of self-conscious emotion has also been paid more attention to, especially in China, the case caused by jealousy caused great attention. The voices of the society on the study of jealousy are also incessant. The occurrence and development of jealousy and its mechanism of action have aroused heated discussion. The purpose of this study was to explore the developmental characteristics of jealousy in primary school children and the influence of jealousy on persistence. This study first of all on the definition of jealousy at home and abroad, jealousy related research and jealousy research methods for a detailed and systematic description, and the relationship between emotion and persistence are described. Then three studies were carried out on the basis of previous studies to explore the developmental characteristics of jealousy in primary school children and the influence of jealousy on persistence. In the first middle school, 177 children in grade 3-5 of Shuihe primary school were taken as group one and 133 children in grade 3-5 of Wangtai primary school as group two. The contextual stories about jealousy were collected in group one. Preparation of jealousy test materials, 14 stories; The results showed that there were 8 situational stories. The results showed that the jealousy stories collected by 1) came from the real life of primary school students. The jealousy of primary school children can occur in many places, such as school, family and other environments, mainly in the school environment, and school jealousy involves academic aspects. A few of them occur in the situation of teachers' recognition of other students and their partners' recognition of other students. Some of them occurred in the family environment, and the family envy mostly related to the family life rich aspect, and a few part occurred in the situation of parents' preference and parents' praise others; The last few occur in other settings, specifically involving physical jealousy, moral jealousy and game jealousy.) in the story context, children can feel the experience associated with jealousy. The test can be used to measure the jealousy of pupils. In study 2, 343 primary school children of grade 3-5 were used to measure the degree of jealousy by using the jealousy measurement materials compiled by study 1. The result shows that the highest degree of jealousy in 3 grades is at home. However, there was no significant difference in jealousy between the third grade family and the school environment. There was no significant difference in jealousy between the three grade schools and other situations. (2) in the school context, the jealousy of the boys in grade 4 and grade 5 was significantly higher than that of the girls. There was no gender difference between grade 3 and grade 3. There was no significant difference in scores of grade 5 and grade 4 between grade 5 and grade 4 among boys, but there was no significant difference between grade 3 and grade 4 in female students. In the family environment, there was no significant change in the male group jealousy with the increase of grade, but there was no significant difference between the fourth grade group and the fifth grade group in the fourth grade group and the fifth grade group. There was no significant difference in male jealousy between Grade 3 and Grade 5. In other situations, male jealousy was significantly weaker than that in Grade 4 and Grade 3. There was no significant difference between grade 4 and grade 5. In the third study, the emotional state and sex as independent variables, persistence as dependent variables to investigate the impact of jealousy on persistence. Eighty-three pupils in grade 5 of primary school were selected as subjects. The results showed that there was no gender difference in the persistence of children in grade 5 of grade 1: 1. The group of jealousy in grade 5 was more persistent than that in control group.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.6

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