工读学校学生与普通中学生亲社会行为、移情的比较研究
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摘要
亲社会行为是指一切符合社会期望而对他人、群体或社会有益的行为;移情是一种替代性的情绪反应能力,是由个体内心真实或想象中的他人的情绪状态引起的并与之一致的情绪体验。本研究采用问卷调查法和文献法对工读学校学生与普通学校学生的亲社会行为、移情两方面的发展状况进行了比较研究,并就二者之间的关系进行了探讨。研究目的在于了解工读学校学生与普通学校学生在亲社会行为和移情的发展差异,并在此基础上探讨工读学校学生的移情对亲社会行为的预测作用。
研究结果发现:
1、工读学校学生的亲社会行为无论在在整体上还是在各个具体维度上均明显低于普通学校学生的水平;工读学校男生的亲社会行为发展水平在整体上和各个具体维度上均明显低于普通学校男生,而工读学校女生在特质性亲社会行为上与普通学校女生差不多,但其他方面及整体水平则明显低于普通学校女生;在亲社会行为的整体水平和各个维度上,工读学校初一和初三学生均明显低于普通学校同年级学生,而对工读学校初二学生来说,他们的利他性亲社会行为和特质性亲社会行为的发展水平与普通学校初二学生相差不大,但在亲社会行为的整体水平及遵规与公益性、关系性两方面的发展水平明显低于普通学校初二学生。
2、工读学校学生的移情水平无论在整体上还是在各个维度上都明显低于普通学校的学生;工读学校男生与女生的移情水平在整体上和各个具体维度上均明显低于普通学校同性别学生;在移情整体水平及各个维度上,工读学校初二、初三学生均明显低于普通学校同年级学生,而对工读学校初一学生来说,他们在想象和个人忧伤两方面水平与普通学校初一学生差不多,但移情的整体水平和观点采择、移情关注两方面的水平则明显低于普通学校初一学生。
3、工读学校学生移情的各个维度与亲社会行为各维度之间均存在极其显著的相关;在进一步的回归分析中发现,移情中的观点采择和移情关注两个维度在所有的回归方程中都做出了一定的贡献,而想象与个人忧伤两个维度对亲社会行为的水平没有明显的预测作用。
Prosocial behavior is described as the behavior which is conforming to the social expectation as well as helpful to others, groups or the society; Empathy is a alternative emotional response capability. This capability is a kind of emotional experience which is aroused by one's true feeling or the imaginations of another's emotional state and these feeling or imaginations are in accordance with another's emotional state. This study compares both the Prosocial behaviors and Empathy of students in Gong-du schools with the students in normal middle school by questionnaire survey and literature research. The purpose of this study include: First, investigates the developmental difference of prosocial behavior and empathy between the students in Gong-du schools and normal middle schools; Second, on that basis, the study investigates the prediction function of the empathy of the students in Gong-du schools to their prosocial behavior.
The result shows that:
1. Either in the whole or every dimension, the level of prosocial behavior of the students in Gong-du school is significantly lower than those students in normal middle school. The level of boys in Gong-du school is significantly lower than the boys in normal middle school. The trait prosocial behavior of girls in Gong-du school is similar with the girls in normal middle school, but in otherwise or the whole level is lower than normal girls. On the other hand, both in the whole and every dimension of the students in grade one and three in Gong-du school is significantly lower than the students in the same grade of normal middle school. The level of altruism prosocial behavior and trait prosocial behavior of the grade two students in Gong-du school is similar with the level of the students in the same grade in the normal middle school, but in the whole level of prosocial behavior, following rules and the level of development of public interest and relational the students in grade two of Gong-du school is significantly lower than the students in the same grade of normal middle school.
2. Both in the whole level and every dimension, the level of empathy of students in Gong-du school is significantly lower than students in normal middle school and there is no differences based on sex between those schools. In the whole level and every dimension of the students in grade two and grade three of Gong-du school is significantly lower than the students in the same grades of normal middle school. To the students in grade one of Gong-du school is similar with the students in the same grade of normal middle school in both fantasy and personal distress, but in the whole level and the level both of perspective-taking and empathy concern of the students in grade one of Gong-du school is significantly lower than the students in the same grade of normal middle school.
3. There is significant correlation between the dimension of empathy and the dimension of prosocial behaviors. By the further regression analysis, both of the perspective-taking and empathy concern make certain contribution in the equation of regression. But the level of fantasy and personal distress do not have apparent prediction function to the level of prosocial behaviors.
研究结果发现:
1、工读学校学生的亲社会行为无论在在整体上还是在各个具体维度上均明显低于普通学校学生的水平;工读学校男生的亲社会行为发展水平在整体上和各个具体维度上均明显低于普通学校男生,而工读学校女生在特质性亲社会行为上与普通学校女生差不多,但其他方面及整体水平则明显低于普通学校女生;在亲社会行为的整体水平和各个维度上,工读学校初一和初三学生均明显低于普通学校同年级学生,而对工读学校初二学生来说,他们的利他性亲社会行为和特质性亲社会行为的发展水平与普通学校初二学生相差不大,但在亲社会行为的整体水平及遵规与公益性、关系性两方面的发展水平明显低于普通学校初二学生。
2、工读学校学生的移情水平无论在整体上还是在各个维度上都明显低于普通学校的学生;工读学校男生与女生的移情水平在整体上和各个具体维度上均明显低于普通学校同性别学生;在移情整体水平及各个维度上,工读学校初二、初三学生均明显低于普通学校同年级学生,而对工读学校初一学生来说,他们在想象和个人忧伤两方面水平与普通学校初一学生差不多,但移情的整体水平和观点采择、移情关注两方面的水平则明显低于普通学校初一学生。
3、工读学校学生移情的各个维度与亲社会行为各维度之间均存在极其显著的相关;在进一步的回归分析中发现,移情中的观点采择和移情关注两个维度在所有的回归方程中都做出了一定的贡献,而想象与个人忧伤两个维度对亲社会行为的水平没有明显的预测作用。
Prosocial behavior is described as the behavior which is conforming to the social expectation as well as helpful to others, groups or the society; Empathy is a alternative emotional response capability. This capability is a kind of emotional experience which is aroused by one's true feeling or the imaginations of another's emotional state and these feeling or imaginations are in accordance with another's emotional state. This study compares both the Prosocial behaviors and Empathy of students in Gong-du schools with the students in normal middle school by questionnaire survey and literature research. The purpose of this study include: First, investigates the developmental difference of prosocial behavior and empathy between the students in Gong-du schools and normal middle schools; Second, on that basis, the study investigates the prediction function of the empathy of the students in Gong-du schools to their prosocial behavior.
The result shows that:
1. Either in the whole or every dimension, the level of prosocial behavior of the students in Gong-du school is significantly lower than those students in normal middle school. The level of boys in Gong-du school is significantly lower than the boys in normal middle school. The trait prosocial behavior of girls in Gong-du school is similar with the girls in normal middle school, but in otherwise or the whole level is lower than normal girls. On the other hand, both in the whole and every dimension of the students in grade one and three in Gong-du school is significantly lower than the students in the same grade of normal middle school. The level of altruism prosocial behavior and trait prosocial behavior of the grade two students in Gong-du school is similar with the level of the students in the same grade in the normal middle school, but in the whole level of prosocial behavior, following rules and the level of development of public interest and relational the students in grade two of Gong-du school is significantly lower than the students in the same grade of normal middle school.
2. Both in the whole level and every dimension, the level of empathy of students in Gong-du school is significantly lower than students in normal middle school and there is no differences based on sex between those schools. In the whole level and every dimension of the students in grade two and grade three of Gong-du school is significantly lower than the students in the same grades of normal middle school. To the students in grade one of Gong-du school is similar with the students in the same grade of normal middle school in both fantasy and personal distress, but in the whole level and the level both of perspective-taking and empathy concern of the students in grade one of Gong-du school is significantly lower than the students in the same grade of normal middle school.
3. There is significant correlation between the dimension of empathy and the dimension of prosocial behaviors. By the further regression analysis, both of the perspective-taking and empathy concern make certain contribution in the equation of regression. But the level of fantasy and personal distress do not have apparent prediction function to the level of prosocial behaviors.
引文
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2张福娟、谢立波,工读生人格特征研究,中国特殊教育,2003,38(2),P86-89
3杨福义,工读学校学生自尊及其相关因素研究,华东师范大学2003年度硕士学位论文
4鞠青,中国工读教育研究报告,北京:中国人民公安大学,2007,p71,p43-44,p36
5李丹,儿童亲社会行为的发展,上海:上海科学普及出版社,2002,p9,p67-69,p289
6彭秀芳,大学生的移情结构及其与积极人格、亲社会行为的关系研究,首都师范大学2006年度学位论文,p6-8
7陈福侠,工读学校学生依恋、自我概念及其关系的研究,华东师范大学2007年度硕士论文
8江琴娣、杨福义,工读学校学生的心理健康状况及其影响因素研究,心理科学,2005,28(3),p622-625
9李闻戈,工读学生与普通学生攻击性行为外显和内隐社会认知特点的比较研究,福建师范大学学报(哲学社会科学版),2005,131(2),p141-146
10关颖,从学生群体差异认识早期干预的必要性,青少年犯罪问题,2006(6),p31-34
11关颖、鞠青主编,全国未成年犯抽样调查分析报告,群众出版社,2005,p87-97
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