3-6年级小学生社会排斥的访谈研究

发布时间：2018-05-28 03:03

本文选题：3-6年级小学生 + 社会排斥　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：以辽宁省3所小学的3-6年级学生为被试,运用质性研究范式,考察小学3-6年级群体中的社会排斥现象。研究中按照班级学号随机选取了40名学生作为访谈对象,在征得受访者的允许下,利用电子录音以及文字记录作为编码的依据,根据社会排斥的主要表现形式的预先假设,使用Nvivo10.0质性研究分析软件将访谈获得的资料进行编码与分析,采用原始资料检验法、专家评价法等效度评估以及归类一致性指数信度评估就所得文本进行检验,访谈结果拥有较高的一致性,本研究信效度良好。结果表明:社会排斥现象在小学3-6年级群体中普遍存在,40名受访者均报告了与社会排斥相关的不同经历,主要为回避、拒绝、忽视、言语中伤和行为伤害、差别对待这五种表现形式,其中言语中伤与行为伤害类相关的社会排斥现象所占比重最大,然后依次为回避类、拒绝类、差别对待类以及忽视类;通过访谈了解到,爱打(骂)人的学生受到的社会排斥比重最大,然后依次为双方曾经有过矛盾,异性以及玩游戏不厉害等;在遭受社会排斥后,受访者的情绪反应多数为生气,然后为不高兴,主要都为负面情绪;关于遭受排斥后应对策略,选择直接走开比重最大,其次为选择跟对方解释、找别人玩、以后排斥对方等;其中相当数量的受访者在遭受排斥后没有相应的应对策略。受访者对社会排斥的认知具体细分为对各个维度的认知,其中对差别对待的认知比重最大,主要为觉得不公平、其他同学间的关系比较好等;其次为对回避的认知,包括认为是别人不爱跟自己玩、不喜欢自己、嫌自己不好等;其次是对忽略的认知,包括为觉得别人没重视自己、不重视自己的意见以及感觉到自己受到了冷落与忽略;然后是对拒绝的认知,主要为觉得别人不愿意跟自己玩、别人是故意的、觉得自己不好等;最后是对于中伤的认知,包括认为是自己做的不好、觉得是别人的原因等;流动儿童与本地儿童的访谈结果也做了相应的比较,流动儿童社会排斥现象出现的频率要高于本地儿童,且在遭受社会排斥后产生的负面情绪也要高于本地儿童,流动儿童对于社会排斥现象的认知要多于本地儿童。
[Abstract]:Taking 3-6 grade students from three primary schools in Liaoning Province as subjects, the social exclusion phenomenon in grade 3-6 groups in primary schools was investigated by qualitative research paradigm. In the study, 40 students were randomly selected according to the class number as the interview subjects. With the permission of the interviewees, electronic recordings and written records were used as the basis of coding, according to the presupposition of the main manifestations of social exclusion. Nvivo10.0 qualitative research and analysis software is used to code and analyze the data obtained from the interview. The text is tested by the original data test method, the expert evaluation method and the classification consistency index reliability evaluation. The results of the interview were consistent and the reliability and validity of this study were good. The results showed that there were 40 subjects who reported different experiences related to social exclusion, such as avoidance, rejection, neglect, verbal slander and behavioral injury. Among the five forms of differential treatment, the proportion of social exclusion related to injurious behavior is the largest, followed by avoidance, rejection, differential treatment and neglect. Students who love to beat up (scold) suffer the largest proportion of social exclusion, followed by conflicts between the two sides, the opposite sex and the play of games. After being socially excluded, the respondents' emotional reactions were mostly angry and then unhappy. The main negative emotion is negative emotion; regarding the coping strategy after being rejected, choosing to walk away directly is the largest proportion, followed by the choice to explain to the other party, to find others to play, to reject the other side after; A significant number of respondents did not have a corresponding coping strategy after being ostracized. The respondents' cognition of social exclusion was subdivided into the cognition of each dimension, in which the cognitive proportion of differential treatment was the largest, mainly felt unfair, the relationship between other students was better, and the second was the cognition of avoidance. It includes thinking that others do not like to play with themselves, do not like themselves, disrelish themselves, and so on; the second is the cognition of neglect, including the feeling that others do not value themselves, do not attach importance to their own opinions and feel that they have been neglected and neglected; Then there is the recognition of rejection, mainly for the perception that others are unwilling to play with themselves, that others are deliberate, and that they feel bad about themselves. Finally, there is a perception of slander, including thinking that it is not good for oneself and that it is someone else's cause, and so on. The interview results of migrant children and local children were also compared. The frequency of social exclusion of migrant children was higher than that of local children, and the negative emotion caused by social exclusion was higher than that of local children. Migrant children know more about social exclusion than local children.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

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