重庆市高中生攻击性的语言特性分析及干预

发布时间：2018-05-05 01:43

本文选题：攻击性 + LIWC　；参考：《西南大学》2014年硕士论文

【摘要】：近年来攻击性行为受到研究者们的普遍关注,过去许多学者从不同角度对攻击性进行了研究。以往研究表明,语言使用特征与人格等心理成分有着密切联系,书写表达有利于身心健康的改善。考察攻击性和语言用词的关系,探讨书写表达对高中生攻击性的干预效果,有利于拓展和丰富语言与心理过程关系的相关理论,降低不良行为带来的严重影响,并为今后学校心理健康工作者的心理健康预防与维护工作提供参照。本研究在以往研究综述的基础上,采用Buss和Perry编制的AQ攻击性问卷(修订版)考察被试的攻击性水平,并采用pennebaker勺“创伤经历书写任务”(改编为“攻击经历书写任务”)考察被试的语言用词特点,进而考察高中生攻击性与语言用词的关系。采用书写表达的干预方法,分别从总体攻击和不同维度的攻击上考察了干预作用的效果。研究过程如下：研究一,运用LIWC程式软件对34名被试的102份书写文本的文本中语言用词进行词频分析,考察不同攻击类型上不同攻击水平个体的语言用词特点,进而考察高中生攻击性与语言用词的关系,并用语言用词对攻击性的回归模型来预测攻击性。研究二,将被试随机分为三组,三种分别为攻击相关书写任务组、攻击无关书写任务组以及无书写任务组,每组被试人数分别为：25、32、30人。考察书写表达对攻击性的干预效果。本研究得到如下结论：(1)攻击性和语言用词存在一定关系,攻击性在语言用词上有所体现,主要体现在第一人称单数(i)、负向情绪词(negemo)口应和词(assent)上。第一人称单数词使用频率越低、负向情绪词使用频率越高,预测攻击性越高。应和词使用频次越高,预测语言攻击越高。 (2)语言用词对攻击性的回归模型可以对攻击性加以预测。语言用词对不同类别攻击性的回归预测模型并不相同。 (3)书写表达干预对攻击性不同维度和总变量有不同的效果。具体而言,书写干预能够在一定程度上阻断或减缓高中生总体攻击性、身体攻击、言语攻击、愤怒、指向自我攻击的上升趋势。但书写干预对敌意攻击的干预效果甚微。相关主题书写干预能产生一定程度效果,无关主题书写干预任务并不能起到干预作用。
[Abstract]:In recent years, aggression behavior has been paid more and more attention by researchers. In the past, many scholars have studied aggression from different angles. Previous studies have shown that language use features are closely related to psychological elements such as personality, and written expression is beneficial to the improvement of physical and mental health. By investigating the relationship between aggression and language words, and exploring the intervention effect of writing expression on high school students' aggression, it is helpful to expand and enrich the relevant theories of the relationship between language and psychological process, and to reduce the serious influence of bad behavior. It also provides reference for the prevention and maintenance of mental health of school mental health workers in the future. Based on the review of previous studies, the AQ aggression questionnaire (revised edition) developed by Buss and Perry was used to investigate the aggression level of the subjects. Pennebaker's "traumatic experience writing task" (adapted as "aggression experience writing task") was used to investigate the language and vocabulary characteristics of the subjects, and then to investigate the relationship between high school students' aggression and language words. The effects of the intervention were investigated from the overall attack and the different dimensions of aggression by using the method of written expression. The research process is as follows: first, using LIWC program software to analyze the word frequency of language words in the text of 102 books written by 34 subjects, and to investigate the characteristics of language words used by individuals with different attack levels in different attack types. Then the relationship between high school students' aggression and language words was investigated, and the regression model of language words to aggression was used to predict aggression. In the second study, the subjects were randomly divided into three groups: the attack related writing task group, the attack independent writing task group and the non-writing task group. To investigate the intervention effect of writing expression on aggression. In this study, the following conclusions are drawn: (1) aggression has a certain relationship with language words, which is mainly reflected in first-person singular words, negative emotive words and negative words. The lower the frequency of using first person singular words, the higher the frequency of negative emotion words and the higher the predictive aggression. The higher the frequency of use, the higher the predictive language attack. The regression model of language words to aggression can predict aggression. The regression prediction models of language use for different types of aggression are different. 3) the intervention of written expression had different effects on different dimensions and total variables of aggression. To some extent, writing intervention can block or slow down the overall aggression, physical aggression, verbal aggression, anger, and point to the upward trend of self-aggression in high school students. But written intervention has little effect on hostile attacks. Related thematic writing intervention can produce a certain degree of effect, irrelevant thematic writing intervention task can not play an intervention role.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2

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