中学生尊重观念的发展及与友谊关系的研究
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摘要
尊重是个复杂的概念,主要在社会学、伦理学和心理学领域被讨论,讨论层面分为认知、情感和行为[1]。本研究中的尊重观念是对尊重认知层面的研究。
以194名初二和高二学生为被试,采用华中师大周宗奎教授等人编制的“尊重的开放式问卷”,考察不同人际背景下尊重观念各水平上的人数分布。同时采用友谊质量问卷和友伴提名问卷,调查被试的互选友伴数量和友谊质量在积极、消极、总分三个维度上的得分。主要用卡方检验的方法,考察中学生尊重观念的发展特征及友谊关系对双向尊重的影响。结果表明:
1从尊重对象上看:现代初中生和高中生的尊重对象不局限于长辈,而是被社会所称许的具有个体价值的任何社会成员。
2初中生和高中生在一般人际背景下,尊重认知存在年级差异:初中生主要是单向认知,多数初中生认为“尊重别人”就是——对人有礼貌,属他律阶段;高中生主要是双向认知,多数高中生认为“尊重别人”就是——尊重别人的观点和感受,属自律阶段。可见多数高中生认识到“尊重”与“个人感”①的关系。
3初中生和高中生对父母和教师的尊重主要都是单向尊重,对同伴的尊重主要都是双向尊重。
4在对同伴尊重背景下,双向尊重观念在年级和性别上都不存在差异。
5在双向尊重观念中,拥有人际互惠原则的个体其互选友伴数量更多,在友谊质量问卷中获得的积极维度分数也越高.说明同伴互动更可能促进个体内化相互尊重观念;拥有人际互惠原则可以预测个体具有更多的同伴,和较高的友谊质量。
The respect is a complex concept, which is discussed in sociology, ethics and the psychology domain. The discussion stratification plane divides into the cognition, the emotion and the behavior. The respect concept is a research to cognition layer.
The objects are194 middle school students. The measuring tool used is the open questionnaire referred to respect concept made by Professor Zhou Zongkui in southwest normal university, which investigates respect concept and respect cause under different interpersonal relation and reflects individuals’orientation in adjusting interpersonal relation. Meanwhile, the study adopts questionnaire about friendship quality and companion nomination, which investigates the companion relationship. The result shows:
1 The middle school students’object in modern society has changed a lot comparing to that of traditional society. They don’t think only the eldership should be respected but the compeer also should be respected.
2 The junior high school students respect others mainly under the consideration that they wouldn’t like to infringe upon the other people’s benefit and they wouldn’t like to hurt the other people’s emotion. While the senior high school students think that respect others means they threat the others as independent individual.
3 The respect which the youths show to their parents and teachers is totallydifferent from that they show to their companions. The respect to parents and teachers mainly belongs to unilateral respect, But the respect among companions is called mutual respect .
4 Individual’s mutual respect concept has no difference between grades and genders.
5 The individuals who have mutual respect concept have more companions and got higher scores in positive questions in the friendship quality questionnaire. That means the intercommunication among companions may stimulate individuals to accept mutual respect concept as a relation criterion. Meanwhile, the individuals may have more companions and have higher friendship quality.
以194名初二和高二学生为被试,采用华中师大周宗奎教授等人编制的“尊重的开放式问卷”,考察不同人际背景下尊重观念各水平上的人数分布。同时采用友谊质量问卷和友伴提名问卷,调查被试的互选友伴数量和友谊质量在积极、消极、总分三个维度上的得分。主要用卡方检验的方法,考察中学生尊重观念的发展特征及友谊关系对双向尊重的影响。结果表明:
1从尊重对象上看:现代初中生和高中生的尊重对象不局限于长辈,而是被社会所称许的具有个体价值的任何社会成员。
2初中生和高中生在一般人际背景下,尊重认知存在年级差异:初中生主要是单向认知,多数初中生认为“尊重别人”就是——对人有礼貌,属他律阶段;高中生主要是双向认知,多数高中生认为“尊重别人”就是——尊重别人的观点和感受,属自律阶段。可见多数高中生认识到“尊重”与“个人感”①的关系。
3初中生和高中生对父母和教师的尊重主要都是单向尊重,对同伴的尊重主要都是双向尊重。
4在对同伴尊重背景下,双向尊重观念在年级和性别上都不存在差异。
5在双向尊重观念中,拥有人际互惠原则的个体其互选友伴数量更多,在友谊质量问卷中获得的积极维度分数也越高.说明同伴互动更可能促进个体内化相互尊重观念;拥有人际互惠原则可以预测个体具有更多的同伴,和较高的友谊质量。
The respect is a complex concept, which is discussed in sociology, ethics and the psychology domain. The discussion stratification plane divides into the cognition, the emotion and the behavior. The respect concept is a research to cognition layer.
The objects are194 middle school students. The measuring tool used is the open questionnaire referred to respect concept made by Professor Zhou Zongkui in southwest normal university, which investigates respect concept and respect cause under different interpersonal relation and reflects individuals’orientation in adjusting interpersonal relation. Meanwhile, the study adopts questionnaire about friendship quality and companion nomination, which investigates the companion relationship. The result shows:
1 The middle school students’object in modern society has changed a lot comparing to that of traditional society. They don’t think only the eldership should be respected but the compeer also should be respected.
2 The junior high school students respect others mainly under the consideration that they wouldn’t like to infringe upon the other people’s benefit and they wouldn’t like to hurt the other people’s emotion. While the senior high school students think that respect others means they threat the others as independent individual.
3 The respect which the youths show to their parents and teachers is totallydifferent from that they show to their companions. The respect to parents and teachers mainly belongs to unilateral respect, But the respect among companions is called mutual respect .
4 Individual’s mutual respect concept has no difference between grades and genders.
5 The individuals who have mutual respect concept have more companions and got higher scores in positive questions in the friendship quality questionnaire. That means the intercommunication among companions may stimulate individuals to accept mutual respect concept as a relation criterion. Meanwhile, the individuals may have more companions and have higher friendship quality.
引文
[1] 张春妹, 周宗奎, Yeh H sueh .小学儿童的尊重观念及其发展[J].心理科学,2005.28(2)337-341.
[2]陈国柱, 舒伟建 .论社会变革与青少年道德观念的形成[J] .江西社会科学, 2006(5)92-95 .
[3]崔广孝 .“尊重”教育——德育的一个新思路[J] .北京教育 ,1996 (4)21-23.
[4]马艳 .实施“尊重”教育,叩响“特色”之门[J]. 北京教育,1999(1)
[5]皮亚杰,英海尔德. 儿童心理学[M]. 吴福元译. 商务印刷馆, 1980.
[6][44]Adelson,J.Handbook of Adolesents Psychology 1980.
[7][8]Cohen,E.A & Hartman.D.P , Causal reasoning as a function of behavioral consequences[J]. Child Development, 1981,52:514-522.
[9][10][11][12][13][14][15][52]皮亚杰著. 儿童的道德判断:傅统先 ,陆有铨译. 山东教育出版社,1984.
[16][22][48] Frei,J.R,&Shaver,P.H. Respect in close relationships: prototype definition, self-report assessment ,and initial correlates[J]. Personal Relationships,2002.
[17][18][21] Neimark,E.D&Willet,W.C. Comparison of American and African students on who is admired and why. Paper fead at the Twenty-Fifth annual meeting of the Jean Piaget Society,Philadelphia. 1990.
[19]肖巍 .不同的声音——心理学理论与妇女发展[M].中央编辑出版社, 1998.
[20] Turiel,E. The Development of Morality. In W.Damon,R.M.Lerner. Handbook of Child Psychology 1998 Vol.3 881-897(9):121-139.
[23]陈建文,黄希庭. 友谊关系与人格适应[J]. 心理学动态,2000,8(3)61-66.
[24][35]方晓义,郑宇和林丹华. 友伴关系与中学生的吸烟行为[J]. 心理发展与教育, 2002,(2):17-21.
[25][42] 邹泓 .同伴关系的发展功能及其影响因素[J]. 心理发展与教育,1998,(2):39-44.
[26][43]张文新 ,林崇德 .青少年的自尊与父母教养方式的关系——不同群体间的一致性与差异性[J].心理科学,1998,(6):489-493.
[27][31][32][41]Hartup,W.W .The Company they keep:Friendships and their developmental significance [J]. Child Development, 1996, (67):1-13.
[28][29][30]Rubin,K.H,Bukowski, &Parker,J.G.Peer interactionsrelationshipsand Groups[J]. In W. Damon, R.M. Lerner. Handbook of Child Psychology 1998,Vol.3:619-700.
[33] [44]Furman,.W&Robbin,P. What’s the point?Selection of treatment objectives[J]. Issues in assessment and intervention .1985, (54):41-54.
[34] 张文新 .儿童社会性发展[M] .北京师范大学出版社 ,1999.
[35]Lightfoot,C .On respect[J].New ideas in Psychology. 2000,18,(2-3):177-185.
[36]Heaven,P,L.Friendships and peer groups[J].In Contermporary Adolescence:A social Psychological Approach. 1994.
[37][42]万晶晶.初中生友谊发展及其与攻击行为的关系研究[D].华中师范大学硕士论文.2002,5.
[38]李淑湘,陈会昌,陈英和. 6-15 岁儿童对友谊特性的认知发展[J].心理学报 1997,29(1):51-58.
[39]Vaugha,B.E,Colvin,T.N & Azria,M .R Dyadic analyses of friendship in a sample of preschool-age children attending head start:Correspondence between measures and implications for social competence[J]. Child Development. 2001,72:862-878.
[40]Hartup,W.W,French &Johnston Conflict and friendship relations in middle childhood :Behavior in a closed-field situation [J].Child Development.1993 ,64:445-454.
[45]Rutter,M&Garmezy,Ndevelopmental.Psychopathology[M].HandbookofChildPsychology .1983[46][51]张春妹. 小学儿童的尊重观念与其友谊的关系[D]. 华中师范大学硕士论文. 2003.
[47][50]邹泓. 同伴接纳、友谊与学校适应的关系[J]. 心理发展与教育,1997,(3):26-31.
[2]陈国柱, 舒伟建 .论社会变革与青少年道德观念的形成[J] .江西社会科学, 2006(5)92-95 .
[3]崔广孝 .“尊重”教育——德育的一个新思路[J] .北京教育 ,1996 (4)21-23.
[4]马艳 .实施“尊重”教育,叩响“特色”之门[J]. 北京教育,1999(1)
[5]皮亚杰,英海尔德. 儿童心理学[M]. 吴福元译. 商务印刷馆, 1980.
[6][44]Adelson,J.Handbook of Adolesents Psychology 1980.
[7][8]Cohen,E.A & Hartman.D.P , Causal reasoning as a function of behavioral consequences[J]. Child Development, 1981,52:514-522.
[9][10][11][12][13][14][15][52]皮亚杰著. 儿童的道德判断:傅统先 ,陆有铨译. 山东教育出版社,1984.
[16][22][48] Frei,J.R,&Shaver,P.H. Respect in close relationships: prototype definition, self-report assessment ,and initial correlates[J]. Personal Relationships,2002.
[17][18][21] Neimark,E.D&Willet,W.C. Comparison of American and African students on who is admired and why. Paper fead at the Twenty-Fifth annual meeting of the Jean Piaget Society,Philadelphia. 1990.
[19]肖巍 .不同的声音——心理学理论与妇女发展[M].中央编辑出版社, 1998.
[20] Turiel,E. The Development of Morality. In W.Damon,R.M.Lerner. Handbook of Child Psychology 1998 Vol.3 881-897(9):121-139.
[23]陈建文,黄希庭. 友谊关系与人格适应[J]. 心理学动态,2000,8(3)61-66.
[24][35]方晓义,郑宇和林丹华. 友伴关系与中学生的吸烟行为[J]. 心理发展与教育, 2002,(2):17-21.
[25][42] 邹泓 .同伴关系的发展功能及其影响因素[J]. 心理发展与教育,1998,(2):39-44.
[26][43]张文新 ,林崇德 .青少年的自尊与父母教养方式的关系——不同群体间的一致性与差异性[J].心理科学,1998,(6):489-493.
[27][31][32][41]Hartup,W.W .The Company they keep:Friendships and their developmental significance [J]. Child Development, 1996, (67):1-13.
[28][29][30]Rubin,K.H,Bukowski, &Parker,J.G.Peer interactionsrelationshipsand Groups[J]. In W. Damon, R.M. Lerner. Handbook of Child Psychology 1998,Vol.3:619-700.
[33] [44]Furman,.W&Robbin,P. What’s the point?Selection of treatment objectives[J]. Issues in assessment and intervention .1985, (54):41-54.
[34] 张文新 .儿童社会性发展[M] .北京师范大学出版社 ,1999.
[35]Lightfoot,C .On respect[J].New ideas in Psychology. 2000,18,(2-3):177-185.
[36]Heaven,P,L.Friendships and peer groups[J].In Contermporary Adolescence:A social Psychological Approach. 1994.
[37][42]万晶晶.初中生友谊发展及其与攻击行为的关系研究[D].华中师范大学硕士论文.2002,5.
[38]李淑湘,陈会昌,陈英和. 6-15 岁儿童对友谊特性的认知发展[J].心理学报 1997,29(1):51-58.
[39]Vaugha,B.E,Colvin,T.N & Azria,M .R Dyadic analyses of friendship in a sample of preschool-age children attending head start:Correspondence between measures and implications for social competence[J]. Child Development. 2001,72:862-878.
[40]Hartup,W.W,French &Johnston Conflict and friendship relations in middle childhood :Behavior in a closed-field situation [J].Child Development.1993 ,64:445-454.
[45]Rutter,M&Garmezy,Ndevelopmental.Psychopathology[M].HandbookofChildPsychology .1983[46][51]张春妹. 小学儿童的尊重观念与其友谊的关系[D]. 华中师范大学硕士论文. 2003.
[47][50]邹泓. 同伴接纳、友谊与学校适应的关系[J]. 心理发展与教育,1997,(3):26-31.
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