3至6岁幼儿面对不同压力情境的策略

发布时间：2018-06-16 03:55

本文选题：3~6岁幼儿 + 压力情境　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着社会的飞速发展,人们需要面对的压力越来越多,压力情境随处可见,对于幼儿也是如此。在压力情境中,幼儿的情绪认知和策略执行发挥着至关重要的作用。研究表明,压力情景中幼儿的情绪认知和策略执行存在差异,具有良好情绪认知和积极策略执行能力的幼儿能够积极乐观应对压力情境,然而情绪认知和策略执行能力差的幼儿不能妥善应对压力情境。当今社会压力巨大,培养儿童乐观积极的情绪,锻炼他们在压力情境中使用积极的应对策略,对于儿童心理健康发展具有非常重要的意义。但是就目前而言,较少有研究探讨幼儿应对压力的策略及影响因素。因此,本研究拟对幼儿应对压力情境的策略及影响因素进行研究。本研究在参考大量文献的基础上,通过设计针对教师和家长的调查问卷和访谈提纲,并根据教师、家长调查问卷和访谈回馈,选择他们眼中较为典型的压力情境作为实验压力情境。调查和访谈结果发现快速拼图游戏和上台演讲两种压力情境模型最为典型,定为本研究实验压力情境。然后,参考Wendy Grolnick和Lisa Bridges在一项关于对两岁幼儿在不同压力情境中的情绪表现和策略研究中使用的编码方案制定具体实验标准,形成本研究的情绪编码评分表。通过实验对30名中班(4~5岁)幼儿进行两项压力情境实验,研究同年龄段幼儿在不同压力情境的策略表现;对60名(小班20名、中班20名、大班20名)幼儿进行上台演讲实验,研究不同年龄段幼儿在相同压力情境的策略表现,最后通过统计数据得出相关结论。结果发现:(1)我国3~6岁幼儿在压力情境中的决策表现主要是积极活动策略,4~5岁时情绪表达和策略选择之间的差异开始出现。(2)随着年龄的增长,幼儿在压力情境中的表现更加积极,而且随着年龄的增长,相同年龄段幼儿的情绪认知能力差异也越来越大。(3)在压力情境中,幼儿策略的选择与幼儿性格、气质有关。积极乐观性格的儿童在压力情境中的情绪表现较内向性格孩子积极,所做出的应对策略更加积极,内向儿童在压力情景中表现出的策略更具多样化。
[Abstract]:With the rapid development of society, people have to face more and more pressure. Emotional cognition and strategy execution play an important role in stress situations. The study shows that there are differences between emotional cognition and strategy execution in stress situations, and children with good emotional cognition and ability to implement positive strategies can deal with stress situations positively and optimistically. However, children with poor emotional cognition and ability to implement strategies could not cope with stress situations properly. Nowadays, the social pressure is enormous. It is of great significance for children to develop their mental health by cultivating their optimistic and positive emotions and exercising them to use positive coping strategies in stress situations. However, at present, there are few studies on coping strategies and influencing factors. Therefore, this study intends to study the coping strategies and influencing factors of young children's stress situations. Based on a large number of references, this study designs questionnaires and interview outlines for teachers and parents, and gives feedback according to teachers, parents' questionnaires and interviews. They chose their typical stress situations as experimental stress situations. The results of investigation and interview showed that the two stress situation models of fast jigsaw puzzle game and lecture on stage were the most typical, which was regarded as the experimental stress situation in this study. Then, referring to Wendy Grolnick and Lisa Bridges in a study on two-year-old children's emotional performance and strategies used in different stress situations, specific experimental criteria were developed to form the emotional coding scale of this study. Two stress situation experiments were carried out on 30 children aged 4 to 5 years old in middle class to study the strategic performance of children of the same age in different stress situations, and 60 children (20 in small class, 20 in middle class, 20 in large class) were given a speech on stage. The strategies of children of different age groups in the same stress situation were studied, and the relevant conclusions were obtained by statistical data. The results showed that the difference between emotional expression and strategy choice of children aged 3 or 6 years old in stress situations was mainly the difference between emotional expression and strategy choice at the age of 45.) with the increase of age, the performance of children in stress situations was more positive. And with the increase of age, the difference of emotional cognitive ability of children of the same age is also more and more. 3) in the stress situation, the choice of the child's strategy is related to the child's character and temperament. Children with positive and optimistic personality showed more positive emotional performance and more active coping strategies than introverted children in stress situations, and introverted children showed more diversified strategies in stress situations.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.12

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