中学生社会责任心结构及其发展特点研究
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摘要
社会责任心是社会个体对社会公共生活中所承担责任的合理认知和评价，并体现在情感和行为之中的一种个性心理品质。公民的社会责任心水平是衡量社会文明的重要指标，研究中学生的社会责任心有利于社会的发展，对中学生的健康成长有所帮助，并能丰富社会性发展的理论和实践。
本研究旨在考察中学生社会责任心的结构和发展特点。在已有研究基础上，结合半开半闭式问卷调查等结果，提出了中学生社会责任心结构的理论构想。根据该理论构想，编制了中学生社会责任心的正式问卷。通过对722名中学生的测量，考察了中学生社会责任心的发展特点。并采用现场情境测评法和访谈法对中学生社会责任心的行为特点进行了验证。研究结论如下：
(1) 自编的“中学生社会责任心问卷”，具有较好的信度和效度。采用因素分析的方法得到中学生社会责任心的9个因子成分：评价性、自控性、效能性、敏感性、灵活性、反映性、主动性、独立性和坚持性。这与我们预先构想的10个因子基本一致。
(2) 中学生社会责任心水平存在着性别差异。在整体上，女生社会责任心水平高于男生。
(3) 中学生社会责任心水平在年级之间存在显著差异，高二学生的社会责任心水平最高，初一学生的社会责任心最差，表现为高二＞高三＞高一＞初二＞初三＞初一的发展趋势。
中学生社会责任心结构及其发展特点的研究
(4)整体上，城市来源和农村来源的中学生没有显著差异。但在主动性和效
能性因子上，农村学生明显高于城镇学生。
(5)重点中学和普通中学的中学生社会责任心水平不存在显著差异。但重点
中学在评价性、灵活性和独立性上显著高于普通中学。而普通中学在反映性和主
动性上显著高于重点中学。
(6)从观察实验和个案访谈中，可以看出中学生社会责任心的外显行为在主
动性、独立性、坚持性和自控性上存在差别。
Social responsibility is the correct perception to individual responsibility's bearing level in social public life, and it can be reflected out through emotion and behavior. The level of citizens' social responsibility is an important criteria of judging social civilization. Studying social responsibility is the need of social development, the need of middle school students' healthy growing up, and the need of social developments' theory and practice.
This study is to explore middle school students' social responsibility structure and its' developmental character. On the basis of existing studies, conclusions of half open-ended and half close-ended inventory survey etc. This study brings out the theoretical construction of middle school students' social responsibility. According to this theoretical construction, we edits the formal questionnaire of middle school students' social responsibility. Through the investigation to 722 middle school students, this study explores the developmental characters of middle school students' social responsibility. Through using real situation method and interview method, this study testifies the behavioral characters of middle school students' social responsibility. The research conclusions are as following:
1. The middle school students' social responsibility questionnaire has good reliability and validity. By factor analysis, we obtain 9 factors: evaluation, self-control, efficacy, sensitivity, flexibility, reflection, activity, independence and insistence, which
is roughly consistent to the 10 factors of our theoretical construction.
2.The sex differences exist in the middle school students' social responsibility. On the whole, female students are higher social responsibility than males.
3.Differences of social responsibility exist outstandingly among those who are from different grades. The social responsibility of senior two is the best, and junior one is poorest. The developing tendency is scaling: senior two> senior three >senior one >junior two>junior three> junior one.
4.On the whole, there are no differences between city origin students and countryside origin students. Countryside origin students are apparently higher than city origin students on activity and efficacy.
5. As a whole, there is no difference from key middle school to common middle school. Key middle school students are higher than common middle school students on evaluation, flexibility and independence. Common middle school students are higher than key middle school students on reflection and activity.
6.From the view of observing experience and individual interview, there are differences on explicit behavior of activity, insistence, independence and self-control of middle school students' social responsibility.
本研究旨在考察中学生社会责任心的结构和发展特点。在已有研究基础上，结合半开半闭式问卷调查等结果，提出了中学生社会责任心结构的理论构想。根据该理论构想，编制了中学生社会责任心的正式问卷。通过对722名中学生的测量，考察了中学生社会责任心的发展特点。并采用现场情境测评法和访谈法对中学生社会责任心的行为特点进行了验证。研究结论如下：
(1) 自编的“中学生社会责任心问卷”，具有较好的信度和效度。采用因素分析的方法得到中学生社会责任心的9个因子成分：评价性、自控性、效能性、敏感性、灵活性、反映性、主动性、独立性和坚持性。这与我们预先构想的10个因子基本一致。
(2) 中学生社会责任心水平存在着性别差异。在整体上，女生社会责任心水平高于男生。
(3) 中学生社会责任心水平在年级之间存在显著差异，高二学生的社会责任心水平最高，初一学生的社会责任心最差，表现为高二＞高三＞高一＞初二＞初三＞初一的发展趋势。
中学生社会责任心结构及其发展特点的研究
(4)整体上，城市来源和农村来源的中学生没有显著差异。但在主动性和效
能性因子上，农村学生明显高于城镇学生。
(5)重点中学和普通中学的中学生社会责任心水平不存在显著差异。但重点
中学在评价性、灵活性和独立性上显著高于普通中学。而普通中学在反映性和主
动性上显著高于重点中学。
(6)从观察实验和个案访谈中，可以看出中学生社会责任心的外显行为在主
动性、独立性、坚持性和自控性上存在差别。
Social responsibility is the correct perception to individual responsibility's bearing level in social public life, and it can be reflected out through emotion and behavior. The level of citizens' social responsibility is an important criteria of judging social civilization. Studying social responsibility is the need of social development, the need of middle school students' healthy growing up, and the need of social developments' theory and practice.
This study is to explore middle school students' social responsibility structure and its' developmental character. On the basis of existing studies, conclusions of half open-ended and half close-ended inventory survey etc. This study brings out the theoretical construction of middle school students' social responsibility. According to this theoretical construction, we edits the formal questionnaire of middle school students' social responsibility. Through the investigation to 722 middle school students, this study explores the developmental characters of middle school students' social responsibility. Through using real situation method and interview method, this study testifies the behavioral characters of middle school students' social responsibility. The research conclusions are as following:
1. The middle school students' social responsibility questionnaire has good reliability and validity. By factor analysis, we obtain 9 factors: evaluation, self-control, efficacy, sensitivity, flexibility, reflection, activity, independence and insistence, which
is roughly consistent to the 10 factors of our theoretical construction.
2.The sex differences exist in the middle school students' social responsibility. On the whole, female students are higher social responsibility than males.
3.Differences of social responsibility exist outstandingly among those who are from different grades. The social responsibility of senior two is the best, and junior one is poorest. The developing tendency is scaling: senior two> senior three >senior one >junior two>junior three> junior one.
4.On the whole, there are no differences between city origin students and countryside origin students. Countryside origin students are apparently higher than city origin students on activity and efficacy.
5. As a whole, there is no difference from key middle school to common middle school. Key middle school students are higher than common middle school students on evaluation, flexibility and independence. Common middle school students are higher than key middle school students on reflection and activity.
6.From the view of observing experience and individual interview, there are differences on explicit behavior of activity, insistence, independence and self-control of middle school students' social responsibility.
引文
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[1] 王健敏．道德学习论．浙江：浙江教育出版社，2002
[2] 宋晔．“学会关心”与责任生成．教育理论与实践，2002，(3)
[3] Jennifer S. Lemer, Philip E. Tetlock. Encyclopedia of Human Behavior, Volume Ⅳ. Academic Press, 1994
[4] 马前峰、蒋华明．自尊研究的进展和意义．心理科学，2002，(2)
[5] Shaffer D R. Social &personality Development. Wadsworth/Thomson Learing, 2000
[6] 宋广文、李寿欣．中小学生智力水平，性格类型与人缘关系的相关研究．心理发展与教育，1991，(1)
[7] Hetherington, E. M.; Parker, R. D. Child psychology, a contemporary view point(third edition). 1986
[8] 黄曼娜．我国青少年学生价值观的比较研究．西南师范大学学报(社科版)，1999，(5)
[9] 刘微．当代高中生价值取向调查[J]．教学与管理，2000，(12)
[10] 金盛华等．当代中学生价值取向现状的调查研究[J]．心理学探新，2003，(2)
[11] 庞丽娟等．幼儿社会性品质的结构维度及其对社会性行为的影响[J]．心理发展与教育，2000，(4)
[12] Jacqueline J. Direct and indirect responsibility:: distributing blame. Joumal of Moral Education, 1996, 25 (2): 1123—1142
[13] R. Arelrod, W. D. Hamilton. The evolution of cooperation. Science, 211. 1980: 1390—1396
[14] R.A. Wilson, F. C. Keil. The MIT Encyclopedia of the Cognitive Sciences. The MIT Press, 1999: 12—14
[15] Shaffer D R. Social & personality Development. Wadsworth/Thomson Learning, 2000
[16] 李伯黍、岑国桢．道德发展与德育模式．上海：华东师范大学出版社，1999
[17] 张积家．试论责任心的心理结构．教育研究与实验，1998，(4)
[18] 李伯黍主编．品德心理研究．上海：华东华工学院出版社，1992
[19] 中国大百科全书(心理学类)．中国大百科出版社，1991
[20] 吴靖等．道德责任心的形成对其道德行为的影响研究．心理发展与教育，1991，(3)
[21] 燕国材著．学习心理学—IN结合论取向的研究．北京：警官教育出版社，1998
[22] 姜勇．幼儿责任心发展及其影响因素探讨，北京师范大学教科院硕士论文，1998
[23] 李洪曾．幼儿责任心评价量表的制订．山东教育，2002，(Z3)
[24] 王燕．当代大学生责任观的调查报告．青年研究，2003，(1)
[25] Barry R. Schlenker, Thomas W Britt. The Triangle model of responsibility. Psychological Review, 1994, 101 (4): 632-652
[26] 王健敏．儿童社会性三维结构形成实验研究报告．心理发展与教育，1996，(2)
[27] 程东峰．青少年责任意识形成研究．当代青年研究，2003，(3)
[28] 洪明、李丽．中学生社会公德状况调查分析．湘潭师范学院学报(自科版)，2002，(12)
[29] Rest, J. R., Thoma, S. &Edwards, L. Designing and Validating a Measure of Moral Judgment: Stage Preference and Stage Consistency Approaches, Journal of Educational Psychology, 1997, 89:5-28
[30] Chen, X., Rubin, K. H. &Li, Z. Social functioning and adjustment in Chinese children: a longitudinal study. Developmental Psychology, 1995, 31:531-539
[31] 刘铁芳．学生社会责任感的建构与培养．教育研究与实验，2001，(2)
[32] Miller, J. G, et-al. Perceptions of Social responsibilities in India and in the United States: Moral imperatives of personal decisions. Journal of Personality and Social Psychololgy, 1990:324—336
[33] 方富熹、方格、凯勒·M．对友谊关系社会认知发展的跨文化比较研究．心理学报，1994，(1)
[34] 顾海根等．行为责任判断的跨文化比较研究．心理发展与教育，1991，(2)
[35] Kochanska,G. &Aksan,N. Mother—child mutually positive affect, the quality of child compliance to requests and prohibitions and maternal control as correlations of early internalization. Child Development, 1995, 66:236—254
[36] Hart C H, Dewolf D M, Wozniak P, Burts D C. Maternal and paternal disciplinary Styles: relations with preschoolers' piayground behaviorai orientations and peer status. Children Development, 1992, 63:879—892
[37] Baumrind D. Parental disciplinary patterns and social competence in
children. Youth andSociety, 1978, 9:239—276
[38] Goodnow. J.J. Children's household work: Its nature and function. Psychological Bulletin, 1987, 103:5—26
[39] White, L.K., Brinkerhoff, D.B. Children's working the family: Its significance and meaning. Joumal of Marriage and the Family, 1981, 43:789—798
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