中学初中生依恋、自尊对亲社会行为的影响

发布时间：2018-03-02 21:41

本文选题：亲社会行为　切入点：依恋　出处：《宁波大学》2017年硕士论文　论文类型：学位论文

【摘要】：亲社会行为是指符合社会期望并对他人、集体有益的志愿行为,其发展水平是判断青少年社会适应是否良好的重要指标。依据生态系统发展理论和依恋理论,父亲依恋、母亲依恋、同伴依恋和师生依恋的质量高低与青少年亲社会行为的发展有密切的关联。此外,依据依恋理论的内部工作模型,个体对自己价值的认知是青少年亲社会行为的重要影响因素。然而,现有研究只单独探讨了母亲依恋、父亲依恋、同伴依恋、师生依恋或自尊对亲社会行为的影响作用,本研究考虑到人作为一个社会人,其心理与行为发展是个体与环境及环境中的重要他人相互作用的结果。据此,本研究将综合探讨母亲依恋、父亲依恋、同伴依恋、师生依恋、自尊对亲社会行为的影响。为了探讨初中生亲社会行为的特点,检验母亲依恋、父亲依恋、同伴依恋与师生依恋对亲社会行为的独特效应,并进一步检验初中生母亲依恋和父亲依恋对其亲社会行为的影响以及同伴依恋、师生依恋和自尊在它们之间所起的中介作用,本研究采用问卷调查的方法调查了宁波市某中学325名初中生,主要结果如下:(1)亲社会行为在性别上存在的显著差异,但在年级上不存在显著差异。母亲依恋、父亲依恋与师生依恋在性别上不存在显著差异,而同伴依恋存在边缘显著。母亲依恋、父亲依恋与同伴依恋在年级上不存在显著差异,而师生依恋显著差异。自尊在性别和年级上不存在显著差异。(2)母亲依恋、父亲依恋、同伴依恋与师生依恋质量越好,初中生的自尊水平越高,其表现出来的亲社会行为越多。(3)母亲和同伴依恋对亲社会行为的独特效应显著,但父亲和师生依恋的独特效应不显著,且同伴依恋的解释量明显高于母亲依恋,但两者并不存在显著差异。(4)同伴依恋、母亲依恋、自尊依次显著预测初中生的亲社会行为。(5)母亲依恋和父亲依恋间接影响初中生亲社会行为,同伴依恋、师生依恋、自尊在它们之间起中介作用,通过的路径有三条,分别是“母亲依恋→自尊→亲社会行为”、“母亲依恋/父亲依恋→同伴依恋→亲社会行为”与“母亲依恋/父亲依恋→同伴依恋/师生依恋→自尊→亲社会行为”。
[Abstract]:Prosocial behavior refers to the social expectation and beneficial to others, collective voluntary behavior, its development level is an important index to judge the adolescent social adaptation is good. According to the ecological system development theory and the theory of attachment, father attachment, mother attachment, there is a close relationship between the development of the quality of Teachers and students and youth peer attachment and attachment of the pro social behavior. In addition, based on the internal working models of attachment theory, cognition of their value is an important factor influencing adolescents' prosocial behavior. However, the existing research only discusses mother attachment, father attachment, peer attachment, teacher-student attachment or effects of self esteem on prosocial behavior, this study considers people as a social person, their psychological and behavioral development of others is an important individual and environment and environment interaction results. Accordingly, this study will explore the comprehensive mother Attachment, father attachment, peer attachment, teacher attachment, self-esteem influenced prosocial behavior. In order to explore the characteristics of junior high school students' prosocial behavior test, mother attachment, father attachment, peer attachment and unique effects of teacher attachment on prosocial behavior, and further test the junior middle school students' attachment of mother and father attachment to its influence prosocial behavior and peer attachment, the mediating role of teacher-student attachment and self-esteem plays in between them, this study adopts the method of questionnaire to a middle school of Ningbo City 325 junior high school students. The main results are as follows: (1) there are significant differences of prosocial behavior in sex, but no significant differences in grade. Mother attachment, father attachment and teacher attachment there is no significant difference in sex, and peer attachment edge significantly. Mother attachment, father attachment and peer attachment in grade there is no significant difference Different, but significant differences in self-esteem of attachment between teachers and students. There is no significant difference in gender and grade. (2) mother attachment, father attachment, peer attachment and teacher attachment quality is better, the higher the level of self-esteem of junior high school students, show their prosocial behavior more. (3) mother and with unique effect on the attachment prosocial behavior is significant, but the unique effect of father and teacher attachment is not significant, and the interpretation of peer attachment was significantly higher than that of mother attachment, but there does not exist a significant difference. (4) peer attachment, mother attachment and self-esteem are significantly predicted early in the pro social behavior. (5) attachment of mother and father attachment the indirect effect of junior high school students' prosocial behavior, peer attachment, teacher attachment, self-esteem plays an intermediary role between them, through three ways, namely "mother attachment, self esteem and prosocial behavior", "mother / father attachment, peer attachment Attachment to prosocial behavior and mother attachment / father attachment, peer attachment / teacher-student attachment, self-esteem and pro social behavior.

【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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