小学教师反事实思维及其与行为意向的关系

发布时间：2018-08-19 13:59

【摘要】：反事实思维是人类独特的认知活动,它与个体的心理健康有密切的关系。本研究综合分析现有的文献,发现研究主要以幼儿、青少年和老人为对象,对于不同职业群体的反事实思维研究较少。近年来,社会各界对教师的心理健康越发关注,而了解这一群体的反事实思维特点及其与行为意向的关系,对维护教师心理健康有着重要的意义。因此,本研究以小学教师为研究对象,采用故事情境法、自我报告法和实验法考察小学教师反事实思维及其与行为意向的关系。通过对研究结果的分析,本研究得到以下结论： (1)小学教师在不同性质事件中产生反事实思维的总数相当,但不同类型的反事实思维数量有所差异,在负性事件中产生的上行反事实思维多于正性事件,而在正性事件中产生的下行反事实思维数量多于负性事件。 (2)小学教师产生的反事实思维类型受事件性质影响显著。正性质事件中,小学教师产生的下行反事实思维多于上行反事实思维,而在负性事件中则相反。 (3)总体来说,小学教师在非自发情况下比自发情况更易产生反事实思维。 (4)在研究事件性质和引发方式对小学教师反事实思维的影响上,故事情境法和自我报告法结论较一致,但对于同一性质事件中产生的反事实思维类型的研究,两种方法存在不一致性。 (5)在负性事件发生后,采用上行反事实思维的小学教师比采用下行反事实思维、常规思维和被干扰的思维的小学教师在行为意向判断上的反应时显著更短,小学教师的上行反事实思维具有行为促进效应。
[Abstract]:Counterfactual thinking is a unique cognitive activity of human beings, which is closely related to individual mental health. Based on the comprehensive analysis of the existing literature, it is found that the study mainly focuses on young children, adolescents and the elderly, and that there are few researches on counterfactual thinking of different occupational groups. In recent years, more and more attention has been paid to the mental health of teachers, and it is of great significance to understand the counter-factual thinking characteristics of this group and its relationship with behavioral intention to maintain the mental health of teachers. Therefore, this study takes primary school teachers as the research object, uses the story situation method, the self-report method and the experimental method to investigate the primary school teachers' counterfactual thinking and the relationship between the counterfactual thinking and the behavior intention. Based on the analysis of the results of this study, the following conclusions are drawn: (1) the total number of counter-factual thinking produced by primary school teachers in different nature events is the same, but the number of different types of counter-factual thinking is different. In negative events, there is more uplink counterfactual thinking than in positive events. However, the number of negative thinking in positive events is more than that in negative ones. (2) the types of counterfactual thinking produced by primary school teachers are significantly affected by the nature of events. In positive events, primary school teachers produce more downlink counterfactual thinking than uplink counterfactual thinking, while in negative events, it is the opposite. (3) generally speaking, Primary school teachers are more likely to produce counterfactual thinking in non-spontaneous situations than in spontaneous situations. (4) in the study of the influence of the nature of events and the way of initiation on the counter-factual thinking of primary school teachers, the conclusion of the story context method and the self-report method is consistent. However, there is inconsistency between the two methods in the study of the types of counterfactual thinking in the same nature of events. (5) after the negative events occur, the primary school teachers who adopt the uplink counterfactual thinking are more likely to adopt the downlink counterfactual thinking than to adopt the downlink counterfactual thinking. The reaction time of normal thinking and disturbed thinking primary school teachers on behavior intention judgment is significantly shorter, primary school teachers' uplink counterfactual thinking has behavioral promotion effect.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.5

【参考文献】