初中生领悟社会支持、共情与攻击性的关系及其干预研究

发布时间：2018-03-31 16:49

本文选题：攻击性　切入点：领悟社会支持　出处：《闽南师范大学》2017年硕士论文

【摘要】：本研究采用《AQ攻击问卷》《领悟社会支持量表》《人际反应指针量表》,选取了漳州市东山县石斋中学600名初中生,调查其攻击性、领悟社会支持及共情在性别、年级、班干部与否、独生子女与否、生源地五个方面的发展特点;对初中生攻击性、领悟社会支持及共情进行了关系探索;通过教育干预研究,探讨自编攻击性干预课程对初二学生攻击性的影响。得到研究结果如下:1.三者总体水平在性别、年级、班干部与否方面呈显著差异,其中:(1)初中生攻击性总体水平在性别方面,男生显著高于女生;年级方面,初二学生显著高于初一、初三学生;班干部与否方面,班干部攻击性总体水平显著低于非班干部;初中生攻击性个别维度在独生子女与否及生源地方面差异显著,但总体水平尚未达到显著性差异水平。(2)初中生领悟社会支持总体水平在性别方面,男生显著低于女生;年级方面,初三学生显著高于初一、初二学生;班干部与否方面,班干部领悟社会支持水平显著高于非班干部;初中生领悟社会支持总体水平在独生子女与否及生源地方面差异不显著。(3)初中生共情总体水平在性别方面,女生显著高于男生;年级方面,初三学生显著高于初一、初二学生;班干部与否方面,班干部共情水平显著高于非班干部;初中生共情总体水平在独生子女与否及生源地方面存在一定的差异,但尚未达到显著性水平。2.初中生攻击性、领悟社会支持与共情之间存在显著的两两相关。其中,初中生攻击性与共情总体上存在显著负相关,且与领悟社会支持及其各维度呈显著负相关,共情与领悟社会支持总体上呈显著正相关;初中生领悟社会支持水平的高低在一定程度上能负向预测其攻击性的强弱,共情在攻击性与领悟社会支持之间起完全中介作用。3.通过综合性课程干预,能有效降低初中生的攻击性;班级授课是降低初中生攻击性的有效途径。
[Abstract]:In this study, 600 junior middle school students in Shizhai Middle School, Dongshan County, Zhangzhou City, were selected to investigate their aggression, social support and empathy in gender, grade, class cadre or not, using the "AQ aggression questionnaire" and "perceived Social support scale" ("interpersonal reaction pointer scale"), and selected 600 junior high school students from Shizhai Middle School in Dongshan County, Zhangzhou City. The development characteristics of the only child or not, the origin of the students, the aggression of junior high school students, the understanding of social support and empathy, the study of educational intervention, To explore the effect of self-designed aggression intervention course on the aggression of junior high school students. The results are as follows: 1.There are significant differences among the three levels in gender, grade, class cadre or not, among which: 1) the overall level of aggression of junior high school students is gender. Boys were significantly higher than girls, grade two students were significantly higher than the first and third grade students, class cadres or not, the overall level of aggression of class cadres was significantly lower than that of non-class cadres; There were significant differences in the individual dimension of aggression among junior high school students in terms of only child or not and the origin of students, but the overall level has not reached the level of significant difference. 2) the overall level of perceived social support of junior high school students is significantly lower than that of girls in terms of gender; Grade three students are significantly higher than the first and second grade students, class cadres or not, the level of social support is significantly higher than that of non-class cadres; There is no significant difference in the overall level of perceived social support between the junior high school students in terms of the only child or not and the origin of students. (3) the overall level of empathy of junior high school students is significantly higher than that of boys in terms of gender, grade 3 students are significantly higher than those of junior high school students. The level of empathy of class cadres was significantly higher than that of non-class cadres, the overall level of empathy of junior high school students had some differences in the only child or not and the origin of students, but it had not reached the significant level of .2. the junior high school students were aggressive. There is a significant correlation between perceived social support and empathy, among which, there is a significant negative correlation between aggression and empathy in junior high school students, and a significant negative correlation with perceived social support and its dimensions. Empathy was positively correlated with perceived social support, and the level of perceived social support of junior high school students could predict the degree of aggression to a certain extent. Empathy plays a complete intermediary role between aggression and perceived social support. 3. Comprehensive curriculum intervention can effectively reduce the aggression of junior high school students, class teaching is an effective way to reduce the aggression of junior high school students.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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