大学生自我建构对共情的影响
发布时间：2018-10-13 17:37
【摘要】：本研究以大学生为被试,从特质性自我建构和状态性自我建构两个角度出发,探究大学生的自我建构方式对共情的影响。研究一采用问卷法,发放自我建构量表和共情量表,共回收436份有效样本,通过统计分析探讨特质性自我建构对共情的影响。研究二和三采用行为实验,通过指导语启动状态性自我建构,然后呈现刺激材料考察状态性自我建构对共情的影响。其中研究二采用静态刺激材料(研究二A为图片刺激,研究二B为文本刺激),为弥补静态刺激的生态效度不高的缺陷,研究三采用动态刺激材料。行为实验共招募208名被试,研究二A和研究三采用2自我建构类型(独立型自我建构,互依型自我建构)*2情绪效价(正性,负性)的二因素混合实验设计,因变量为被试对共情客体的他人情绪感受和自我情绪感受评分。研究二B采用2自我建构类型(独立型自我建构,互依型自我建构)*2情绪效价(正性,负性)*2 (共情对象:自己、陌生人)的三因素混合实验设计。因变量为被试想象陌生他人在经历刺激事件和想象自己在经历刺激事件时的情绪感受强度评分。研究结果:(1)在特质性自我建构中,互依组被试的共情水平显著高于独立组被试,互依组被试在共情关注和观点采择维度的得分都显著高于独立组被试。(2)在状态性自我建构中,互依组被试的他人情绪感受评分和自我情绪感受评分都显著高于独立组被试。(3)在状态性自我建构中,除研究二A的他人情绪感受评分外,在其他实验中,都发现被试对负性情绪的他人和自我情绪感受强度评分显著高于对正性情绪的他人和自我情绪感受强度评分。(4)在状态性自我建构的动态实验刺激中,对被试的他人情绪感受评分和自我情绪感受评分分析发现,自我建构类型与情绪效价的交互效应都显著,进一步简单主效应分析发现,互依型自我建构的大学生对正性情绪的共情能力显著高于独立型自我建构的大学生,但二者对负性情绪刺激并没有存在显著差异。研究结论:无论是个体稳定的特质性自我建构还是在情境中动态变化的状态性自我建构,互依型自我建构大学生的共情水平都显著高于独立型自我建构的大学生,他们更善于从他人角度考虑问题,感知他人情绪,但自我建构方式也会受情绪效价因素的调节,主要表现为互依型自我建构的大学生对正性情绪的共情能力显著高于独立型自我建构的大学生。
[Abstract]:This study takes college students as subjects and explores the influence of college students' self-construction on empathy from the perspectives of idiosyncratic self-construction and stateful self-construction. In the first study, 436 valid samples were collected, and the influence of idiosyncratic self-construction on empathy was investigated by statistical analysis. In the second and third studies, behavioral experiments were used to initiate the state self construction through the guidance language, and then the stimulative materials were presented to examine the influence of state self construction on empathy. In the second study, the static stimulus material was used (study 2A was the image stimulus, the second was the text stimulus). In order to compensate for the deficiency of the ecological validity of the static stimulus, the third study used the dynamic stimulus material. A total of 208 subjects were recruited in the behavioral experiment. Two factors were used in the two-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive and negative). The dependent variables were the scores of others' emotional feelings and self-emotional feelings of the subjects. Study II B adopted a three-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive, negative) * 2 (empathy: self, strangers). The dependent variables were the scores of the emotional intensity of the subjects imagining that the strangers were experiencing the stimuli and that the subjects were experiencing the stimuli. The results were as follows: (1) in the trait self-construction, the empathy level of the interdependent group was significantly higher than that of the independent group, and the scores of empathy concern and opinion taking in the interdependent group were significantly higher than those in the independent group. (2) in the state self-construction, there were significant differences between the two groups. The scores of other people's emotion feeling and self-emotion feeling in the interdependence group were significantly higher than those in the independent group. (3) in the state self-construction, except for the second A score, in other experiments, It was found that the scores of others and self-feeling intensity of negative emotion were significantly higher than those of others and self-feeling intensity of positive emotion. (4) in the dynamic experimental stimulation of state self-construction, The analysis of other people's emotion feeling score and self-emotion feeling score found that the interaction effect between self-construction type and emotion titer was significant, and simple main effect analysis was found. The ability of empathy to positive emotion of college students with mutual dependence self-construction is significantly higher than that of independent self-construction, but there is no significant difference between them on negative emotional stimulation. Conclusion: whether it is individual stable idiosyncratic self-construction or dynamic state self-construction in the situation, the level of empathy of interdependent self-construction college students is significantly higher than that of independent self-construction-oriented college students. They are better at thinking about issues from the perspective of others and sensing other people's emotions, but the way they construct themselves is also regulated by emotional factors. The empathy ability of college students with mutual dependence self-construction is significantly higher than that of independent self-construction students.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842
本文编号：2269406
[Abstract]:This study takes college students as subjects and explores the influence of college students' self-construction on empathy from the perspectives of idiosyncratic self-construction and stateful self-construction. In the first study, 436 valid samples were collected, and the influence of idiosyncratic self-construction on empathy was investigated by statistical analysis. In the second and third studies, behavioral experiments were used to initiate the state self construction through the guidance language, and then the stimulative materials were presented to examine the influence of state self construction on empathy. In the second study, the static stimulus material was used (study 2A was the image stimulus, the second was the text stimulus). In order to compensate for the deficiency of the ecological validity of the static stimulus, the third study used the dynamic stimulus material. A total of 208 subjects were recruited in the behavioral experiment. Two factors were used in the two-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive and negative). The dependent variables were the scores of others' emotional feelings and self-emotional feelings of the subjects. Study II B adopted a three-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive, negative) * 2 (empathy: self, strangers). The dependent variables were the scores of the emotional intensity of the subjects imagining that the strangers were experiencing the stimuli and that the subjects were experiencing the stimuli. The results were as follows: (1) in the trait self-construction, the empathy level of the interdependent group was significantly higher than that of the independent group, and the scores of empathy concern and opinion taking in the interdependent group were significantly higher than those in the independent group. (2) in the state self-construction, there were significant differences between the two groups. The scores of other people's emotion feeling and self-emotion feeling in the interdependence group were significantly higher than those in the independent group. (3) in the state self-construction, except for the second A score, in other experiments, It was found that the scores of others and self-feeling intensity of negative emotion were significantly higher than those of others and self-feeling intensity of positive emotion. (4) in the dynamic experimental stimulation of state self-construction, The analysis of other people's emotion feeling score and self-emotion feeling score found that the interaction effect between self-construction type and emotion titer was significant, and simple main effect analysis was found. The ability of empathy to positive emotion of college students with mutual dependence self-construction is significantly higher than that of independent self-construction, but there is no significant difference between them on negative emotional stimulation. Conclusion: whether it is individual stable idiosyncratic self-construction or dynamic state self-construction in the situation, the level of empathy of interdependent self-construction college students is significantly higher than that of independent self-construction-oriented college students. They are better at thinking about issues from the perspective of others and sensing other people's emotions, but the way they construct themselves is also regulated by emotional factors. The empathy ability of college students with mutual dependence self-construction is significantly higher than that of independent self-construction students.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842
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