青少年共情能力的现状、影响因素及其训练

发布时间：2018-03-16 00:36

本文选题：青少年　切入点：共情　出处：《温州大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究主要调查了青少年共情能力的发展特点及其与家庭功能、班级环境的关系,在此基础上设计共情的训练方案,评估训练的实际效果。研究分为三个部分:研究一对初中生、高中生、中职生共1460名学生进行施测,调查分析了青少年共情能力现状;研究二从家庭、学校两方面探讨其对青少年共情能力的影响;研究三设计一套共情训练方案,选取高一的两个班级作为实验组和对照组,采用实验组控制组前后测设计,考察训练的效果如何。本研究得到以下主要结果:(1)我国青少年在IRI-C上的共情能力得分呈正态分布,青少年的认知共情得分高于情绪共情得分,青少年的共情能力处于中等水平。(2)女生在IRI-C上的共情得分显著高于男生。城镇学生在IRI-C上的认知共情得分显著高于农村学生。非独生子女在IRI-C上情绪共情得分显著高于独生子女。学生干部在IRI-C上的共情得分显著高于非学生干部。初中生、高中生在IRI-C上的共情得分显著高于中职生。(3)青少年在IRI-C上的共情得分与FAD上的家庭功能得分、《我的班级》问卷的班级环境得分存在显著相关关系。家庭功能、班级环境共同影响青少年共情能力的发展。问题解决、同学关系、竞争可预测观点采择的发展;问题解决、秩序纪律、同学关系可预测想象的发展;行为控制和角色可预测个人忧伤的发展;同学关系可预测共情关注的发展。情绪共情和认知共情具有不同的发展机制。对于情绪共情,影响较大的变量依次是角色、行为控制、同学关系。对于认知共情时,影响较大的变量有问题解决、行为控制、同学关系、秩序纪律。(4)青少年共情能力可以通过短期的训练课程加以提升。然而具体到共情的某个维度,如观点采择,较难在短期的训练中获得明显提升。
[Abstract]:This study mainly investigated the development characteristics of adolescent empathy ability and its relationship with family function, class environment, and then designed a empathy training program. The study is divided into three parts: a pair of junior high school students, high school students, secondary vocational students, a total of 1460 students to carry out the test, investigation and analysis of the status quo of adolescent empathy ability; second, from the family, The third study designed a set of empathy training program, selected two classes of senior one as the experimental group and the control group, adopted the experimental group control group before and after the test design. The main results of this study are as follows: (1) the scores of Chinese adolescents' empathy ability on IRI-C are normal distribution, and the cognitive empathy score is higher than the emotional empathy score. The scores of girls' empathy on IRI-C were significantly higher than that of boys. The scores of cognitive empathy of urban students on IRI-C were significantly higher than those of rural students. The scores of emotional empathy of non-only children on IRI-C were significantly higher than those of rural students. Student cadres scored significantly higher on IRI-C than non-student cadres. Junior high school students, The empathy score of high school students on IRI-C was significantly higher than that of secondary vocational students. (3) the score of empathy on IRI-C was significantly higher than that of family function on FAD, and the score of class environment in < my Class > questionnaire was significantly correlated with the score of family function. Class environment affects the development of empathy ability of teenagers, problem solving, classmate relationship, competitive and predictable point of view, problem solving, order and discipline, and predictable and imaginable development of classmate relationship. Behavior control and role can predict the development of personal sadness; classmate relationship can predict the development of empathy concern. Emotional empathy and cognitive empathy have different development mechanisms. For cognitive empathy, the influential variables are problem-solving, behavior control, classmate relationship, order and discipline. 4) empathy ability of teenagers can be improved through short-term training courses. However, it is specific to a certain dimension of empathy. Such as point of view, it is difficult to get a significant improvement in short-term training.
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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