不同自我权力感知儿童的学校动力绘画特征
|
摘要
探索绘画测验与量表测验所反映的儿童自我权力感知之间的关系,考察绘画测验对儿童权力感知的预测作用。本研究采用自我权力感知量表与学校动力绘画相结合的方法,对912名3~6年级儿童进行问卷调查以及绘画测验。选取绘画中人物大小、人物间距离的指标,将绘画指标得分与自我权力感知量表得分进行相关分析。结果表明:(1)儿童的学校动力绘画中的老师大小、自己大小及同伴大小指标得分与自我权力感知量表总分之间呈正相关;(2)儿童的学校动力绘画中的距离指标得分与自我权力感知量表总分之间的相关无统计学意义。研究结果显示学校动力绘画测验,对于3~6年级儿童自我权力感知的测量具有一定程度的有效性。
To explore the characteristics of children's kinetic school drawing tests and its relationship with self-sense of power. The study used the self-sense power questionnaire and the kinetic school drawings pointing test,the participants were 912 children from grade 3 to grade6. Results show that:(1) The size of teacher and themselves and friends of children's kinetic school drawings were positively correlated with scores of the self-sense power scale;(2) yet there was insignificant correlation between the distance of children's kinetic school drawings and scores of self-sense power scale. It suggests that the kinetic school drawing may reflect grade3-grade6 children's self-sense of power.
To explore the characteristics of children's kinetic school drawing tests and its relationship with self-sense of power. The study used the self-sense power questionnaire and the kinetic school drawings pointing test,the participants were 912 children from grade 3 to grade6. Results show that:(1) The size of teacher and themselves and friends of children's kinetic school drawings were positively correlated with scores of the self-sense power scale;(2) yet there was insignificant correlation between the distance of children's kinetic school drawings and scores of self-sense power scale. It suggests that the kinetic school drawing may reflect grade3-grade6 children's self-sense of power.
引文
安秋玲,陈国鹏(2003).不同年龄儿童对权威认知水平的研究.心理发展与教育,19(3),17-22.
高欣羽,程亚华,李虹,张洁,丁凤姣,Nguyen-Jahiel,K.,...崔彦梅(2015).小学生领导力萌芽与发展的实证研究.心理科学,38(3),612-617.
黄喜珊,张琳,马晓辉,肖冬梅(2013).小学生学校动力绘画与学业成绩.中国心理卫生杂志,27(1),38-42.
刘聪慧,魏秋江,庄晓萍,王珺玮,范庭卫(2014).权力对认知的影响:启发式还是分析式?心理科学,37(2),446-453.
唐佩佩,叶浩生,杜建政(2015).权力概念与空间大小:具身隐喻的视角.心理学报,47(4),514-521.
韦庆旺,郑全全,俞国良(2010).权力、社会动机和问责对谈判知觉、行为和结果的影响.应用心理学,16(1),27-34.
魏秋江(2012).权力线索.心理科学.35(6),1478-1483.
吴念阳,陈纤纤,吴燕,钱海燕(2016).5-7岁儿童绘画中社会地位的“大/小”隐喻表征.心理与行为研究,14(1),50-56.
张艳平(2015).大学新生自我意识与心理健康---基于自画像分析.社会心理科学,30(8),71-75.
钟毅平,许文娟,易文婷,杨子鹿(2015).权力相关词语判断的大小效应及其可控性.心理科学,38(2),383-387.
钟毅平,张珊明,陈芸(2013).不同权力者人际敏感性的差异.中国临床心理学杂志,21(1),62-65.
Anderson,C.,&Galinsky,A.D.(2006).Power,optimism,and risk-taking.European Journal of Social Psychology,36(4),511-536.
Anderson,C.,John O.P.,&Keltner,D.(2012).The personal sense of power.Journal of personality,80(2),313-344.
Anrews,J,&Janzen H.(1988).A global approach for the interpretation of the kinetic school drawing(KSD):a quick scoeing sheet,reference guide,and rating scale.Psychology in the schools,25(3),217-238.
Brey,E.,&Shutts,K.(2015).Children use nonverbal cues to make inferences about social power.Child Dev,86(1),276-286.
Burkitt,E.;Barrett,M.&Davis,A.(2003).The effect of affective characterisations on the size of children's drawings.British Journal of Developmental Psychology,21(4),565-583.
Emerson,R.M.(1962).Power-dependence relations.A-merican Sociological Review,27(2),31-40.
Galinsky,A.D.,Gruenfeld,D.H,&Magee,J.C.(2003).From power to action.Journal of Personality and Social Psychology,85(1),453-466.
Galinsky,A.D.,Magee,J.C.,Gruenfeld,D.H.,&Whitson,J.A.(2008).Power reduces the press of the situation:implications for creativity,conformity,and dissonance.Journal of Personality and Social Psychology,95(2),1450-1466.
Gülg9z,S.,&Gelman,S.A.(2016).Who's the boss?concepts of social power across development.Child Development,88(3),946-963.
Keltner,D.,Gruenfeld,D.H.,Anderson,C.(2003).Power,approach,and inhibition.Psychological Review,110(2),265-284.
La Voy S.K.,Pedersen W.C.,Reitz J.M.,Brauch A.A.,Luxenberg T.M.,&Nofsinger C.C.(2001).Children's drawing:A cross-cultural analysis from Janpan and the U-nites States,School psychology international,22(1),53-63.
Magee,J.C.,&Smith,P.K.(2013).The Social Distance Theory of Power.Personality and Social Psychology Review,17(2),158-186.
Prout,H T,&Celmer,D S.(1984).A validity study of the kinetic school drawing technique,Psychology in the schools,21(2),176-180.
Prout,H T,&Phillips,P D.(1974).A cilnical note:the kinetic school drawing,Psychology in the schools,11(3),303-306.
Richards,MPM,&Ross,H E.(1967).Developmental changes in children's drawings.British Journal of educational psychology,37(1),73-80.
Thibaut,J.W.,&Kelley,H.H.(1959).The social psychology of groups.New York:Wiley.
高欣羽,程亚华,李虹,张洁,丁凤姣,Nguyen-Jahiel,K.,...崔彦梅(2015).小学生领导力萌芽与发展的实证研究.心理科学,38(3),612-617.
黄喜珊,张琳,马晓辉,肖冬梅(2013).小学生学校动力绘画与学业成绩.中国心理卫生杂志,27(1),38-42.
刘聪慧,魏秋江,庄晓萍,王珺玮,范庭卫(2014).权力对认知的影响:启发式还是分析式?心理科学,37(2),446-453.
唐佩佩,叶浩生,杜建政(2015).权力概念与空间大小:具身隐喻的视角.心理学报,47(4),514-521.
韦庆旺,郑全全,俞国良(2010).权力、社会动机和问责对谈判知觉、行为和结果的影响.应用心理学,16(1),27-34.
魏秋江(2012).权力线索.心理科学.35(6),1478-1483.
吴念阳,陈纤纤,吴燕,钱海燕(2016).5-7岁儿童绘画中社会地位的“大/小”隐喻表征.心理与行为研究,14(1),50-56.
张艳平(2015).大学新生自我意识与心理健康---基于自画像分析.社会心理科学,30(8),71-75.
钟毅平,许文娟,易文婷,杨子鹿(2015).权力相关词语判断的大小效应及其可控性.心理科学,38(2),383-387.
钟毅平,张珊明,陈芸(2013).不同权力者人际敏感性的差异.中国临床心理学杂志,21(1),62-65.
Anderson,C.,&Galinsky,A.D.(2006).Power,optimism,and risk-taking.European Journal of Social Psychology,36(4),511-536.
Anderson,C.,John O.P.,&Keltner,D.(2012).The personal sense of power.Journal of personality,80(2),313-344.
Anrews,J,&Janzen H.(1988).A global approach for the interpretation of the kinetic school drawing(KSD):a quick scoeing sheet,reference guide,and rating scale.Psychology in the schools,25(3),217-238.
Brey,E.,&Shutts,K.(2015).Children use nonverbal cues to make inferences about social power.Child Dev,86(1),276-286.
Burkitt,E.;Barrett,M.&Davis,A.(2003).The effect of affective characterisations on the size of children's drawings.British Journal of Developmental Psychology,21(4),565-583.
Emerson,R.M.(1962).Power-dependence relations.A-merican Sociological Review,27(2),31-40.
Galinsky,A.D.,Gruenfeld,D.H,&Magee,J.C.(2003).From power to action.Journal of Personality and Social Psychology,85(1),453-466.
Galinsky,A.D.,Magee,J.C.,Gruenfeld,D.H.,&Whitson,J.A.(2008).Power reduces the press of the situation:implications for creativity,conformity,and dissonance.Journal of Personality and Social Psychology,95(2),1450-1466.
Gülg9z,S.,&Gelman,S.A.(2016).Who's the boss?concepts of social power across development.Child Development,88(3),946-963.
Keltner,D.,Gruenfeld,D.H.,Anderson,C.(2003).Power,approach,and inhibition.Psychological Review,110(2),265-284.
La Voy S.K.,Pedersen W.C.,Reitz J.M.,Brauch A.A.,Luxenberg T.M.,&Nofsinger C.C.(2001).Children's drawing:A cross-cultural analysis from Janpan and the U-nites States,School psychology international,22(1),53-63.
Magee,J.C.,&Smith,P.K.(2013).The Social Distance Theory of Power.Personality and Social Psychology Review,17(2),158-186.
Prout,H T,&Celmer,D S.(1984).A validity study of the kinetic school drawing technique,Psychology in the schools,21(2),176-180.
Prout,H T,&Phillips,P D.(1974).A cilnical note:the kinetic school drawing,Psychology in the schools,11(3),303-306.
Richards,MPM,&Ross,H E.(1967).Developmental changes in children's drawings.British Journal of educational psychology,37(1),73-80.
Thibaut,J.W.,&Kelley,H.H.(1959).The social psychology of groups.New York:Wiley.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |