流动儿童社会智力的发展特点及干预研究

发布时间：2018-03-31 19:22

本文选题：流动儿童　切入点：社会智力发展特点　出处：《重庆师范大学》2017年硕士论文

【摘要】：社会智力是一种认识自我与他人,并涉及社会人际交往的能力。本研究将社会智力定义为个体在社会情境中,正确采择和理解社会信息,建立和维护良好社会关系,并能采取有效社会行为实现目标的能力。本研究以儿童社会智力研究成果为前提,探索流动儿童与非流动儿童社会智力的共性及其特性,并试图通过采取有效的团体辅导方案及相应的教育方法来提高流动儿童的社会智力水平。本研究以流动儿童社会智力发展特点为基础,深入地探究了流动儿童社会智力与系统家庭动力、心理弹性、领悟社会支持、班级人际关系水平之间的关系,并有针对性地设计出有利于提高流动儿童社会智力发展的团体辅导方案,以期通过团体辅导方案提高流动儿童的社会智力水平。本研究采用文献分析、问卷调查、团体辅导等方式对流动儿童的社会智力进行系统探讨。研究分为三个部分:研究一通过问卷测查流动儿童社会智力的实际水平,旨在探究流动儿童社会智力的现状及特点;研究二是针对流动儿童社会智力发展影响因素的研究,采用《系统家庭动力学自评量表》、《社会智力量表》、《青少年儿童心理韧性量表》、《领悟社会支持量表》、《班级人际关系网络量表》对流动儿童进行集体施测,从系统家庭动力、心理弹性、领悟社会支持、班级人际关系角度探讨各因素对流动儿童社会智力发展的影响;研究三为干预研究,随机选取三个初一的班级作为研究被试,综合游戏辅导班使用自编的流动儿童社会智力团体辅导方案,叙事干预辅导班采用叙事法对流动儿童的社会智力产生干预,而情商教育辅导班则进行常规的情商课堂教学。本研究得到的结论如下:(1)流动儿童社会智力的总体水平显著低于一般儿童。(2)流动儿童社会智力的发展总体上不存在性别差异性;随年龄的增长,既有平稳发展,也有倒退、延迟发展;不同家庭收入状况下社会智力发展水平不同;不同父母打工情况下社会智力发展水平不同。(3)流动儿童的心理弹性、系统家庭动力、领悟社会支持和班级人际关系水平影响其社会智力的发展,心理弹性在系统家庭动力对流动儿童社会智力的影响中起完全中介作用;班级人际关系在领悟社会支持对流动儿童社会智力的影响中起部分中介作用。(4)综合游戏辅导法和叙事干预辅导法能提高流动儿童的社会智力水平,而且,综合游戏辅导法较之叙事干预辅导法对提高流动儿童社会智力水平更加有效。
[Abstract]:Social intelligence is a kind of ability to know oneself and others, and involves social interpersonal communication. This study defines social intelligence as the ability of individuals to correctly select and understand social information in a social context, and to establish and maintain good social relations. Based on the research results of social intelligence of children, this study explores the commonness and characteristics of social intelligence of floating children and non-floating children. The purpose of this study is to improve the social intelligence level of floating children by adopting effective group counseling programs and corresponding educational methods. This study is based on the characteristics of social intelligence development of migrant children. The relationship between social intelligence and systematic family motivation, psychological elasticity, understanding of social support and class interpersonal relationship level of floating children is deeply explored. In order to improve the social intelligence level of floating children, a group counseling program is designed to improve the social intelligence development of floating children. The study is divided into three parts: the first part is to investigate the actual level of social intelligence of floating children by questionnaire, in order to explore the current situation and characteristics of social intelligence of floating children; The second is the research on the influencing factors of social intelligence development of floating children. Self-rating scale of systematic family dynamics, social intelligence scale, mental toughness scale of adolescent children, perceived social support scale and class interpersonal network scale were used to measure the floating children. To explore the influence of various factors on the social intelligence development of floating children from the angle of psychological flexibility, understanding social support and interpersonal relationship in class; the third is an intervention study, and three junior high school students were randomly selected as the subjects of the study. The comprehensive game guidance class used the self-made social intelligence group counseling program for the floating children, and the narrative intervention class used narrative method to interfere with the social intelligence of the floating children. The conclusion of this study is as follows: 1) the overall level of social intelligence of floating children is significantly lower than that of ordinary children. 2) there is no gender difference in the development of social intelligence of floating children; With the increase of age, there is not only steady development, but also retrogression, delayed development; different levels of social intelligence development under different family income; different levels of social intelligence development under different parents' working conditions; and psychological resilience of floating children. Systematic family motivation, understanding of social support and class interpersonal relationship level affect the development of social intelligence, and psychological elasticity plays a completely intermediary role in the impact of systemic family power on social intelligence of floating children. Class interpersonal relationship plays an intermediary role in understanding the influence of social support on social intelligence of floating children. (4) Comprehensive game counseling and narrative intervention counseling can improve the social intelligence level of floating children. Comprehensive game counseling is more effective than narrative intervention in improving floating children's social intelligence.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848.5

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