资源有限情境下3-5岁幼儿获取资源的公平行为研究

发布时间：2018-06-23 02:59

本文选题：幼儿 + 资源获得　；参考：《东北师范大学》2017年硕士论文

【摘要】：公平是人类道德行为发展的重要组成部分,幼儿与同伴交往过程中涉及许多公平问题。考虑到资源的获得和使用是幼儿在生活中最常见的公平问题,而且幼儿在生活中遇到的资源经常有限的,幼儿面对有限的资源时如何使用和获得资源值得探讨。以往关于幼儿公平行为的研究只限故事访谈法及博弈范式,很少创设生态效度较高的情境实验进行研究,而且以往研究只关注最终公平的结果,忽略了对幼儿获得和使用资源过程特点的考察,再者关于幼儿出现公平行为的年龄起始点并不一致。基于以上原因,研究一创设生态效度较高的涉及自身利益的资源有限情境,考察3~5岁学前幼儿在此情境下获得资源的过程特点及最终结果公平性。进一步考虑幼儿在资源有限情境中不仅涉及自身利益为自己获得资源的问题,还包括作为无关利益者为他人获得资源的问题,因此研究二探讨了3~5岁幼儿在资源有限情境下为他人获得资源的过程特点及最终结果公平性。综合所有的研究得到的结果如下:研究一:(1)在资源获得的开始行为中,不同年龄阶段的幼儿在快速抓取、正常拿取方式上存在显著性差异,其中5岁组幼儿比4岁组幼儿出现更多的正常拿取行为,3岁组与4、5岁组幼儿之间却不存在显著性差异;不同性别幼儿在资源获得的开始行为中存在显著性差异,男孩倾向采取快速抓取的方式,女孩更柔和,采取正常拿取方式获取资源;(2)在资源获得的全过程中,从百分比来看,3岁组幼儿主动交换资源意识不强,倾向采取不主动交换方式,而4~5岁组幼儿更愿意主动与同伴交换资源;男女孩在获取资源的交换方式上存在显著性差异,男孩主动交换资源意识不强,倾向采取不主动交换方式,女孩更倾向于每次都主动交换;(3)从资源获得的结果来看,不同年龄阶段幼儿在资源获得结果的公平性上存在显著性差异,其中3岁组幼儿以个人利益为主,资源获得数量不公平,4~5岁组幼儿资源获得数量更公平;男女孩资源获得结果公平性无显著差异;(4)资源数量处于劣势地位的3、4岁组幼儿会在出现补偿机会时维护自己的权益,缩小与资源数量处于优势地位同伴的差距,虽然维权成功率较低;资源数量处于劣势地位的男孩与女孩也都会维权,但男孩维权成功率更高。整个维权过程,只有获得主动权才可以预测个体维权成功;(5)资源获得过程中,两人最开始获得资源数量的公平性、资源交换行为可以预测出最终两人获得资源数量的公平性,即前期两人资源获得奠定了公平的基调并且整个过程是公平的,最后两人获得的资源也是公平的。研究二:(1)在帮他人获得资源过程中,不同年龄阶段幼儿将第一份资源进行轮换的行为不存在显著性差异,3~5岁组幼儿都倾向于将第一份资源轮换;不同性别幼儿的资源轮换行为也不存在显著性的差异,男、女孩也都倾向于将第一份资源轮换。在第三方任务范式中幼儿除去了自利倾向,表现的更为公平;(2)在帮他人获得资源结果上,不同年龄阶段幼儿帮他人获取的资源数量不存在显著性的差异,都倾向于公平;不同性别幼儿帮他人获取资源的数量上也不存在显著性差异,也都倾向于公平;(3)涉及幼儿自身利益与否确实会影响幼儿的公平性,当不涉及自身利益时,幼儿会表现的更为公平。
[Abstract]:Fairness is an important part of the development of human moral behavior, and many fair issues are involved in the process of communication between children and their peers. Considering that the acquisition and use of resources is the most common equity problem in the life of young children, and the resources of children are often limited in their life, how and how to use and obtain the resources when young children face limited resources. The previous study on young children's fair behavior only limited story interview and game paradigm, rarely created a higher ecological validity of the situation experiment, and the previous study only paid attention to the results of the final fairness, ignored the special point of the process of obtaining and using the resources for young children, and again about the fair behavior of young children. The starting point of age is not consistent. Based on the above reasons, the study first created a limited environment with higher ecological validity involving self-interest, and examined the process characteristics and the fairness of the 3~5 year old preschool children to obtain resources in this situation. The problem of resources also includes the problem of obtaining resources for others as unrelated interests. Therefore, the study two explored the process characteristics and the fairness of the 3~5 year old children's acquisition of resources for others under the limited resources situation. The results of the comprehensive study are as follows: (1) in the beginning of the resource acquisition, different years There are significant differences in the way of fast fetching and normal fetching, among which 5 year old children have more normal fetching behavior than the 4 year old children. There is no significant difference between the 3 year old group and the 4,5 year old children. In the whole process of resource acquisition, in the whole process of resource acquisition, from the percentage point of view, children in the 3 year old group are less aware of the active exchange of resources and tend to take the way of non active exchange, while the 4~5 year old children are more willing to exchange resources with their peers actively; boys and girls are getting the exchange of resources. There are significant differences, boys' awareness of active exchange of resources is not strong, the tendency to take non active exchange, girls tend to be more active in each exchange. (3) from the results of resources obtained, there is a significant difference in the fairness of the results of the results of the children in different ages. Among them, the children of the 3 year old group are based on personal interests and resources. The number of 4~5 year old children is more fair. There is no significant difference in the fairness of boys and girls' resources. (4) the 3,4 year old children in the inferior position of resources will maintain their rights and interests in the presence of compensation opportunities and reduce the gap with the dominant peers in the number of resources, although the success rate of the rights is lower. The boys and girls who are in inferior position will also maintain their rights, but the success rate of the rights of boys is higher. The whole process of safeguarding rights can only predict the success of individual rights. (5) in the process of resource acquisition, two people begin to obtain the fairness of the number of resources, and the exchange of resources can predict the final two people to obtain resources. The fairness of the quantity, that is, the first two person resources to obtain a fair tone and the whole process is fair, the last two people are also fair. (1) in the process of helping others to obtain resources, children of different ages have no significant difference in the behavior of the first resource for the rotation of the first resource, 3~5 year old children are all It tends to rotate the first resource; there is no significant difference in the resource rotation of children of different sexes. Men and girls also tend to rotate the first resource. In the third party task paradigm, children remove self interest and show more fairness; (2) children of different ages help others to help others to obtain resources. There is no significant difference in the number of resources obtained by people, and they all tend to be fair. There is no significant difference in the number of children's access to resources for others, and it also tends to be fair. (3) whether the children's own interests or not does affect the fairness of children, and children will be more fair when they do not involve their own interests.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

【参考文献】