不同民族的青少年对中国的社会表征
摘要
本研究从社会表征理论出发,考察中国不同民族的青少年对中国的了解和评价。包括两个研究,研究一用问卷考察汉族、藏族、蒙古族、壮族、维族和土家族总共1101名被试对中国的社会表征,研究二用内隐联想测验(IAT)考察青少年对中国的评价偏向,主要得到下列主要结论:
1.青少年对中国的社会表征包括认知维和评价维,认知维包括资源、人文和政治经济三个子维度,评价维包括社会面貌、人文资源和综合国力三个子维度。
2.青少年对中国的认知表征中,表征较多的是中国的人文,表征较少的是中国的政治经济:对中国的评价表征总体上是正向积极的。
3.不同年龄的青少年对中国的认知表征中,小学生比较关注中国的自然资源,尤其是中国美丽的风景和丰富的物产资源;初中生对中国的国民素质和历史事件的关注比其他年级高;高中生比较关注中国的现代文化,尤其是体育和教育;大学生对中国的了解比较全面,但是相对于其他年级的青少年,对中国的经济和政治的关注程度更高。从评价方面说,小学生对中国的评价显著高于初中生、高中生和大学生,初中生显著高于高中生和大学生,高中生和大学生差异不显著。
4.不同民族的青少年对中国的社会表征在认知维上有差别,少数民族被试对中国的自然资源和民族状况比较关注,尤其关注自己的民族身份;而汉族被试对中国的传统文化比较关注,还尤其关注体育。
5.不同民族的青少年对中国的社会表征在评价维上存在显著差异,维族和土家族被试对中国的评价最积极,汉族、藏族、蒙古族和壮族之间没有显著差异。
6.男生比女生更关注中国的历史事件和政治实力,女生对中国的评价更积极。
7.父母亲的职业对青少年对中国的评价表征有显著影响,母亲职业为无业的青少年对中国的社会表征显著高于母亲职业为农民、教育科研工作者和其他的青少年,其他之间没有显著差别。父亲职业为个体经营的青少年对中国的社会表征显著高于父亲职业为农民、教育科研工作者、公务员和其他的青少年,其他之间没有显著差别。
8.家庭来自城市的青少年对中国的评价表征显著高于家庭来自农村和镇(县)的,家庭来自农村和镇(县)的的青少年对中国的评价表征没有显著差别。
9.父母亲的受教育水平对他们对中国的评价表征没有显著影响。
10.汉族和藏族的青少年对中国的内隐评价偏向都是积极的,而且没有显著的民族、性别和年龄差异。
This study is going to explore Chinese different nationalities adolescents' knowledge and appraisal of china from the perspective of social representations theory. The study includes two research, one research usesd the questionnaire to inspect 1101 adolescents' social representations of china, the adolescents are from the Han nationality, the Tibetan minority, the Mongolian minority, the Zhuang minority, the Uigur minority and Tujia minority. Another research usesd Implicit Association Test(IAT) to test adolescents' appraisal deviation of china.
The study found that adolescent's representations of china is multi-dimensional, including knowledge dimension and appraisal dimension . There are resources, culture and politics-economics dimensions in the knowledge representions of china.There are integrated national power, social visage and culture resources dimensions in the appraisal representions of china. About the knowledge representions of china, adolescents know more about the culture of china, know little about the politics and economics of china. The appraisal representions of china is positive on the whole.
On the knowledge representions of china, the primary students focus on the natural resources, especially the beautiful scenery and rich product resources. The junior high school students focus on Chinese characteristic and history. The senior high school students focus on modern culture, especially the education and physical culture. The university students focus on the Chinese politics and economics.There are magnificent difference from age groups about the appraisal representions of china, the primary students are the most positive.
Different nationalities adolescents' knowledge representions of china are different. The minority focus on Chinese natural resources and national situation, especially their minority identity. Han nationality students focus on Chinese traditional culture and physical culture.
Different nationalities adolescents' appraisal representions of china are different magnificent. The Uigur minority and Tujia minority are more positive than other nationalities.
The male students pay more attention to Chinese histiry and political power, and the female students are more positive when representing china. The parents' jobs and the family location effect the adolescents' appraisal representions of china. But the parents' education level has no effect on adolescents' appraisal representions of china.
Han nationality and the Tibetan minority adolescents' Implicit appraisal deviation of china is positive, and there are no magnificent differences on nationality, gender and age.
1.青少年对中国的社会表征包括认知维和评价维,认知维包括资源、人文和政治经济三个子维度,评价维包括社会面貌、人文资源和综合国力三个子维度。
2.青少年对中国的认知表征中,表征较多的是中国的人文,表征较少的是中国的政治经济:对中国的评价表征总体上是正向积极的。
3.不同年龄的青少年对中国的认知表征中,小学生比较关注中国的自然资源,尤其是中国美丽的风景和丰富的物产资源;初中生对中国的国民素质和历史事件的关注比其他年级高;高中生比较关注中国的现代文化,尤其是体育和教育;大学生对中国的了解比较全面,但是相对于其他年级的青少年,对中国的经济和政治的关注程度更高。从评价方面说,小学生对中国的评价显著高于初中生、高中生和大学生,初中生显著高于高中生和大学生,高中生和大学生差异不显著。
4.不同民族的青少年对中国的社会表征在认知维上有差别,少数民族被试对中国的自然资源和民族状况比较关注,尤其关注自己的民族身份;而汉族被试对中国的传统文化比较关注,还尤其关注体育。
5.不同民族的青少年对中国的社会表征在评价维上存在显著差异,维族和土家族被试对中国的评价最积极,汉族、藏族、蒙古族和壮族之间没有显著差异。
6.男生比女生更关注中国的历史事件和政治实力,女生对中国的评价更积极。
7.父母亲的职业对青少年对中国的评价表征有显著影响,母亲职业为无业的青少年对中国的社会表征显著高于母亲职业为农民、教育科研工作者和其他的青少年,其他之间没有显著差别。父亲职业为个体经营的青少年对中国的社会表征显著高于父亲职业为农民、教育科研工作者、公务员和其他的青少年,其他之间没有显著差别。
8.家庭来自城市的青少年对中国的评价表征显著高于家庭来自农村和镇(县)的,家庭来自农村和镇(县)的的青少年对中国的评价表征没有显著差别。
9.父母亲的受教育水平对他们对中国的评价表征没有显著影响。
10.汉族和藏族的青少年对中国的内隐评价偏向都是积极的,而且没有显著的民族、性别和年龄差异。
This study is going to explore Chinese different nationalities adolescents' knowledge and appraisal of china from the perspective of social representations theory. The study includes two research, one research usesd the questionnaire to inspect 1101 adolescents' social representations of china, the adolescents are from the Han nationality, the Tibetan minority, the Mongolian minority, the Zhuang minority, the Uigur minority and Tujia minority. Another research usesd Implicit Association Test(IAT) to test adolescents' appraisal deviation of china.
The study found that adolescent's representations of china is multi-dimensional, including knowledge dimension and appraisal dimension . There are resources, culture and politics-economics dimensions in the knowledge representions of china.There are integrated national power, social visage and culture resources dimensions in the appraisal representions of china. About the knowledge representions of china, adolescents know more about the culture of china, know little about the politics and economics of china. The appraisal representions of china is positive on the whole.
On the knowledge representions of china, the primary students focus on the natural resources, especially the beautiful scenery and rich product resources. The junior high school students focus on Chinese characteristic and history. The senior high school students focus on modern culture, especially the education and physical culture. The university students focus on the Chinese politics and economics.There are magnificent difference from age groups about the appraisal representions of china, the primary students are the most positive.
Different nationalities adolescents' knowledge representions of china are different. The minority focus on Chinese natural resources and national situation, especially their minority identity. Han nationality students focus on Chinese traditional culture and physical culture.
Different nationalities adolescents' appraisal representions of china are different magnificent. The Uigur minority and Tujia minority are more positive than other nationalities.
The male students pay more attention to Chinese histiry and political power, and the female students are more positive when representing china. The parents' jobs and the family location effect the adolescents' appraisal representions of china. But the parents' education level has no effect on adolescents' appraisal representions of china.
Han nationality and the Tibetan minority adolescents' Implicit appraisal deviation of china is positive, and there are no magnificent differences on nationality, gender and age.
引文
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Duveen,G..&Rosa,A.De.(1992).Social representations and the genesis of Social Knowledge.Ongoing Production on Social Representations,Vol.1(2-3),94-108
Erich H.Witte(1994).The social representation as a consensual system and correlation analysis.Papers on Social Representations,(1),1-138
Fraser,C.Attitudes,social representations and widespread beliefs.Paper on Social Representations,1994,3:13-25
Korina P.Sotirakopoulou and Glynis M.Breakwell(1992).The use of different methodological approaches in the study of social representations.Ongoing Production on Social Representations,7(Ⅰ):29-38
Katja Meier,Erich Kirchler(1998).Social Representations of the Euro in Austria.Journal of Economic Psychology,(19):755-774
LI LIU(2006),Quality of Life as a Social Representation in China.Social Indicators Research,75:217-240
Marjaana Lindeman(2002).Representing God.Papers on Social Representations,11,1-13
Martin W.Bauer&George Gaskell(1999).Towards a paradigm for research on social representations.Journal for the Theory of Social Behavior,29:2,163-186
Manfred Max Bergman,(1999).Would the real social representation please stand up?Three levels of analysis of social representations of European American and Mexican American Identity.Papers on Social Representations,8,4.1-4.17
Moscovici,S.(1963).Attitudes and opinions.Annual Review of Psychology,14,231-260
Moscovici,S.(1981).On social representations.In J.P.Forgas(Ed.),Social cognition.Perspectives on everyday understanding.London:academic Press,pp.181-209
Moscovici,S(1984).The phenomenon of social representations.In:Farr,R.M.,Moscovici,S.(Eds),Social Representations.University Press,Cambridge,pp.3-69
Moscovici,S.(1988).Notes towards a description of Social Representations.European Journal of Social Psychology,vol.18,211-250
Moscovici,S.(1998).The history and actuality of social representations.In U.Flick(Eds.),The Psychology of the Social.Cambridge University Press,P209-274
Wagner,W.(1995).Description,explanation and method in social representation research.Paper on Social Representations,vol.4(2),1-176
Wagner,W.(1996).Queries about social representations and construction.Journal for the Theory of Social Behaviour,26(2),95-120
Wagner,W.(1997).Local knowledge,social representations and psychological theory.In K.Leung,U.Kim,S.Yamaguchi&YKashima(Eds.),Progress in Asian social psychology,vol.1.Singapore:Wiley
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Wilson,H.&Barren,M.(1996).The development of national identity in children:a study to investigate the relationship between child and parent attitudes.Poster presented at the British Psychological Society Developmental Section Annual Conference,Oxford,and September 199b
丁义.浅谈困扰少数民族大学生的几个问题.科教文汇,2008,01:7-8
管健,乐国安.社会表征理论及其发展.南京师大学报(社会科学版),2007,(1):92-98
张莹瑞.青少年的民族认同、国家自豪感与国民刻板印象关系研究,华中师范大学硕士论文,2007.
管健.身份污名的建构与社会表征.青年研究,2006,(3):21-27
佐斌,刘晅.基于SAT和SEB的内隐性别刻板印象研究.心理发展与教育,2006,(4):57-63
郑富兴,高潇怡:经济全球化与国家认同感的培养,教育研究与实验,2005(3):31-36
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Axia,G.,Bremner,J.G.,Deluca,P.&Andreasen,G.(1998).Children drawing Europe:the effects of nationality,age and teaching.British Journal of Developmental Psychology,16,423-437
Bangerter,A.&Lehmann,K.(1997).Serial reproduction as a method for studying social representations.Papers on Social Representations,vol.6(2),141-154
Barrett,M.(1996).English children's acquisition of a European identity.In G.Breakwell&E.Lyons(Eds.),Changing European Identities:Social Psychological Analyses of Social Change(pp.349-3fi9).Oxford:Butterworth-Heinemann.
Barren,M.(2000a).The Development of National Identity in Childhood and Adolescence.Inaugural lecture presented at the University of Surrey 22″d March,2000
Barren,M.(2000b).Children's understanding of their own nationality.Poster presented at ⅩⅥth Biennial Meeting of ISSBD,Beijing
Bourchier,A.,Barrett,M.&Lyons,E.(2002).The predictors of children's geographical knowledge of other countries.Journal of Environmental Psychology,22,79-94.
Breakwell,G.(1993),G.Social representations and social identity.Papers on Social Representations,2:198-217
De Rosa,A.S.(1993).Social representations and attitudes:problems of coherence between the theoretical definition and recedure of research.Papers on Social Representations,2-3,178-192
Duveen,G.(1998a).Representations,identity,resistance.Paper presented at the conference "Social Representations:Introductions and Explorations ",New York,October
Duveen.G.(1998b).The psychosocial production of ideas:social representations and psychological.Culture and Psychology,4,455-472
Duveen,G..&Rosa,A.De.(1992).Social representations and the genesis of Social Knowledge.Ongoing Production on Social Representations,Vol.1(2-3),94-108
Erich H.Witte(1994).The social representation as a consensual system and correlation analysis.Papers on Social Representations,(1),1-138
Fraser,C.Attitudes,social representations and widespread beliefs.Paper on Social Representations,1994,3:13-25
Korina P.Sotirakopoulou and Glynis M.Breakwell(1992).The use of different methodological approaches in the study of social representations.Ongoing Production on Social Representations,7(Ⅰ):29-38
Katja Meier,Erich Kirchler(1998).Social Representations of the Euro in Austria.Journal of Economic Psychology,(19):755-774
LI LIU(2006),Quality of Life as a Social Representation in China.Social Indicators Research,75:217-240
Marjaana Lindeman(2002).Representing God.Papers on Social Representations,11,1-13
Martin W.Bauer&George Gaskell(1999).Towards a paradigm for research on social representations.Journal for the Theory of Social Behavior,29:2,163-186
Manfred Max Bergman,(1999).Would the real social representation please stand up?Three levels of analysis of social representations of European American and Mexican American Identity.Papers on Social Representations,8,4.1-4.17
Moscovici,S.(1963).Attitudes and opinions.Annual Review of Psychology,14,231-260
Moscovici,S.(1981).On social representations.In J.P.Forgas(Ed.),Social cognition.Perspectives on everyday understanding.London:academic Press,pp.181-209
Moscovici,S(1984).The phenomenon of social representations.In:Farr,R.M.,Moscovici,S.(Eds),Social Representations.University Press,Cambridge,pp.3-69
Moscovici,S.(1988).Notes towards a description of Social Representations.European Journal of Social Psychology,vol.18,211-250
Moscovici,S.(1998).The history and actuality of social representations.In U.Flick(Eds.),The Psychology of the Social.Cambridge University Press,P209-274
Wagner,W.(1995).Description,explanation and method in social representation research.Paper on Social Representations,vol.4(2),1-176
Wagner,W.(1996).Queries about social representations and construction.Journal for the Theory of Social Behaviour,26(2),95-120
Wagner,W.(1997).Local knowledge,social representations and psychological theory.In K.Leung,U.Kim,S.Yamaguchi&YKashima(Eds.),Progress in Asian social psychology,vol.1.Singapore:Wiley
Wagner,W.,Duveen,G.,Fatt,R.,Jovchelovitch,S.,Lorenzi-Cioldi,F.,Markova,L,&Rose,D.Theory and methods of social representations.Asian Journal of Social Psychology,1999,(2):95-125
Wilson,H.(1998).The Development of National Identity in 5 to 11 Year Old English Schoolchildren.Unpublished PhD Thesis,University of Surrey
Wilson,H.&Barren,M.(1996).The development of national identity in children:a study to investigate the relationship between child and parent attitudes.Poster presented at the British Psychological Society Developmental Section Annual Conference,Oxford,and September 199b
丁义.浅谈困扰少数民族大学生的几个问题.科教文汇,2008,01:7-8
管健,乐国安.社会表征理论及其发展.南京师大学报(社会科学版),2007,(1):92-98
张莹瑞.青少年的民族认同、国家自豪感与国民刻板印象关系研究,华中师范大学硕士论文,2007.
管健.身份污名的建构与社会表征.青年研究,2006,(3):21-27
佐斌,刘晅.基于SAT和SEB的内隐性别刻板印象研究.心理发展与教育,2006,(4):57-63
郑富兴,高潇怡:经济全球化与国家认同感的培养,教育研究与实验,2005(3):31-36
秦向荣.中国11至20岁青少年的民族认同及其发展.硕士学位论文.华中师范大学,2005
毛丹.青少年对中国和美国国民及国家的社会表征,华中师范大学硕士论文,2005
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