不同社会退缩儿童人际问题解决策略差异的分析

发布时间：2018-03-14 19:33

本文选题：害羞儿童　切入点：社交淡漠儿童　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：人际互动对个体的身心发展具有重要的意义,但是,害羞儿童和社交淡漠儿童回避人际互动,这可能影响他们的人际问题解决能力进而导致其同伴关系问题,如同伴排斥、同伴欺负等。因此,人际问题解决能力对害羞儿童和社交淡漠儿童的发展意义重大。一般而言,人际问题发生的情境包括发起交往情境,维持交往情境和解决冲突情境。目前研究者较多关注在解决冲突情境中,害羞儿童和社交淡漠儿童的人际问题解决策略,但是这种单一情境很难代表儿童互动的全部,而且也有研究表明,害羞儿童在发起和维持积极的同伴关系上有困难。因此,本研究将探究三类社会退缩儿童在面临不同人际问题情境时人际问题解决策略的差异,分析在三类问题情境中,他们人际问题解决策略的数量、类型、有效性、适当性及原因方面的特点与差异,这将使研究者能更加准确的把握害羞儿童和社交淡漠儿童的人际问题,从而为支持他们的发展提供理论支撑。本研究采用访谈法对306名儿童的人际问题解决策略进行了调查,结果发现:(1)害羞儿童、社交淡漠儿童和非社会退缩儿童在人际问题解决策略的数量上没有差异;(2)在策略的类型上,三类儿童所使用的主要策略没有差异:在发起交往和维持交往情境中,三类儿童使用最多的都是言语策略,在解决冲突情境中,三类儿童使用最多的都是亲社会策略。在个别策略上,三类儿童表现出差异:在发起交往情境中,社交淡漠儿童比害羞儿童和非社会退缩儿童更多的使用“等待或放弃”策略;在维持交往情境中,害羞儿童和社交淡漠儿童比非社会退缩儿童更多的使用“等待或放弃”策略;在解决冲突情境中,三类儿童在所有策略上都不存在显著差异;(3)在策略的有效性上,害羞儿童和社交淡漠儿童的得分显著低于非社会退缩儿童;(4)就策略的适当性而言,在发起交往情境中,害羞儿童和社交淡漠儿童的得分显著低于非社会退缩儿童;在维持交往情境中,社交淡漠儿童的得分显著低于害羞儿童和非社会退缩儿童;在解决冲突情境中,三类儿童之间没有显著差异;(5)就策略的原因而言,害羞儿童和社交淡漠儿童更多的使用“考虑自我”的原因,此外,社交淡漠儿童也比非社会退缩儿童更少的使用“道德规则”的原因。总之,害羞儿童和社交淡漠儿童在面临人际问题情境时其人际问题解决策略的有效性较差;他们在应对发起交往和维持交往的问题时存在困难。作者对三类社会退缩儿童人际问题解决能力的差异进行了讨论,并对改善害羞儿童和社交淡漠儿童人际问题解决策略的方法进行了讨论。
[Abstract]:However, shy children and socially indifferent children avoid interpersonal interaction, which may affect their interpersonal problem-solving ability and lead to peer relationship problems, such as peer exclusion. Peer bullying, etc. Therefore, interpersonal problem-solving ability is of great significance to the development of shy and socially indifferent children. At present, researchers pay more attention to the interpersonal problem-solving strategies of shy children and socially indifferent children in conflict resolution situations, but this kind of single situation can hardly represent the whole of children's interaction. Some studies have also shown that shy children have difficulties in initiating and maintaining positive peer relationships. Therefore, this study will explore the differences in interpersonal problem-solving strategies among three groups of children with social withdrawal in different interpersonal problem situations. This paper analyzes the characteristics and differences in the number, type, effectiveness, appropriateness and causes of interpersonal problem-solving strategies in the three problem situations. This will enable the researchers to grasp more accurately the interpersonal problems of shy and socially indifferent children, thus providing theoretical support for their development. This study investigated 306 children's interpersonal problem-solving strategies by using interviews. The results showed that there was no difference in the number of interpersonal problem-solving strategies between shy children, socially indifferent children and non-social withdrawal children. There is no difference in the main strategies used by the three groups of children: in the context of initiating and maintaining communication, the three groups of children use most of the speech strategies, while in conflict resolution situations, the three types of children use the most speech strategies. The three types of children use the most prosocial strategies. In individual strategies, the three groups show differences: in the context of initiating communication, the socially indifferent children use more "waiting or giving" strategies than shy children and non-social withdrawal children; Shy children and socially indifferent children use "wait or give" strategies more often than non-social withdrawal children in maintaining social situations; in conflict resolution situations, There was no significant difference in all strategies among the three groups of children. (3) the scores of shy children and socially indifferent children were significantly lower than those of non-social withdrawal children in terms of strategy appropriateness, and in the context of initiating communication, the scores of shy children and socially indifferent children were significantly lower than those of non-social withdrawal children. The scores of shy children and social indifferent children were significantly lower than those of non-social withdrawal children; in maintaining social situations, the scores of social indifferent children were significantly lower than those of shy children and non-social withdrawal children; in conflict resolution situations, the scores of social indifferent children were significantly lower than those of shy children and non-social withdrawal children. There was no significant difference among the three groups of children. (5) in terms of strategic reasons, shy children and socially indifferent children were more likely to use "self-thinking" reasons, in addition, Social indifference children also use less "moral rules" than non-social withdrawal children. In short, shy children and socially indifferent children are less effective in interpersonal problem-solving strategies when faced with interpersonal problem situations. The author discusses the differences in interpersonal problem-solving abilities of three groups of children with social withdrawal. The methods of improving interpersonal problem solving strategies for shy children and socially indifferent children are also discussed.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

【参考文献】