高校辅导员共情能力在感知需求能力对助人行为影响的中介作用
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摘要
目的探讨高校辅导员共情能力在其感知需求能力和助人行为之间的作用。方法采用方便抽样法,以311名高校辅导员为研究对象,采用《感知需求能力测量问卷》《人际反应指针问卷》《助人行为测量问卷》对其感知需求能力、共情能力和助人行为进行测评。结果高校辅导员共情能力得分为(3. 4±0. 4)分,感知需求能力得分、助人行为得分中位数分别为3. 1和3. 3分。高校辅导员感知需求能力得分与共情能力、助人行为得分均呈正相关[Spearman相关系数(rS)分别为0. 25、0. 27,P <0. 01],共情能力与助人行为得分呈正相关(rS=0. 30,P <0. 01)。在中等困境、高等困境下,共情能力在感知需求能力与助人行为之间起部分中介作用,中介效应占总效应的比例分别为14. 6%和13. 2%。结论感知需求能力可直接或间接促进助人行为,共情能力在感知需求能力与助人行为之间起部分中介作用。
Objective To explore the mediating effect of college counselors' empathy between perceived demand and behavior of helping others. Methods Three hundred and eleven college counselors were selected as study subjects by a convenient sampling method. The Perceived Needs Ability Questionnaire,Interpersonal Reactivity Index-C Questionnaire and Helping Behavior Questionnaire were used to assess the perceived needs,empathy ability and helping behavior of college counselors. Results The score of the empathy ability of college counselors was( 3. 4 ± 0. 4),the median scores of perceived demand ability and helping behavior were 3. 1 and 3. 3 respectively. The perceived demand ability of college counselors was positively correlated with both empathy ability and helping behavior [Spearman rank correlation coefficient( rS) = 0. 25,0. 27,P < 0. 01) ],and empathy ability was positively correlated with helping behavior( rS) = 0. 30,P <0. 01). Empathy ability has partial intermediary effect between perceived demand ability and helping behavior under the circumstances of medium-level dilemma and high-level dilemma,with the ratio of mediating effect to total effect accounting for 14. 6% and 13. 2% respectively. Conclusion The perceive demand ability can directly or indirectly promote the behavior of helping others. Empathy ability plays partial mediating effects between perceived demand ability and helping behavior.
Objective To explore the mediating effect of college counselors' empathy between perceived demand and behavior of helping others. Methods Three hundred and eleven college counselors were selected as study subjects by a convenient sampling method. The Perceived Needs Ability Questionnaire,Interpersonal Reactivity Index-C Questionnaire and Helping Behavior Questionnaire were used to assess the perceived needs,empathy ability and helping behavior of college counselors. Results The score of the empathy ability of college counselors was( 3. 4 ± 0. 4),the median scores of perceived demand ability and helping behavior were 3. 1 and 3. 3 respectively. The perceived demand ability of college counselors was positively correlated with both empathy ability and helping behavior [Spearman rank correlation coefficient( rS) = 0. 25,0. 27,P < 0. 01) ],and empathy ability was positively correlated with helping behavior( rS) = 0. 30,P <0. 01). Empathy ability has partial intermediary effect between perceived demand ability and helping behavior under the circumstances of medium-level dilemma and high-level dilemma,with the ratio of mediating effect to total effect accounting for 14. 6% and 13. 2% respectively. Conclusion The perceive demand ability can directly or indirectly promote the behavior of helping others. Empathy ability plays partial mediating effects between perceived demand ability and helping behavior.
引文
[1]中华人民共和国教育部.普通高等学校辅导员队伍建设规定[EB/OL].(2017-09-21)[2018-11-08].http://www.moe.edu.cn/srcsite/A02/s5911/moe_621/201709/t20170929_315781.html.
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[6]李伟健,丁菀,孙炳海,等.教师共情对学生学业成绩的促进:基于动画叙述模拟测量的多层线性分析[J].心理发展与教育,2015,31(6):719-725.
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[9]赵青,孙炳海,李伟健,等.感知需求对高中生助人行为的影响:共情反应的中介作用[J].心理研究,2010,3(5):79-83.
[10]吴静吉,詹志禹.人际反应指针(IRI-C)问卷[EB/OL].(2012-07-16)[2018-11-08].https://wenku.baidu.com/view/6875a824aaea998fcc220eaa.html.
[11]陈阳.助人行为研究的实验范式探讨[J].现代商贸工业,2015(20),85-86.
[12]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[13]孙炳海,黄小忠,李伟健,等.观点采择对高中教师共情反应的影响:共情倾向的中介作用[J].心理发展与教育,2010(3):251-257.
[14]曾敏.教师共情能力及训练研究[D].重庆:西南大学,2012.
[15]王晓.初中生共情与道德推脱对助人行为的影响[D].郑州:河南师范大学,2014.
[16]崔扬.感知相似性对高中生共情和利他行为的影响[D].金华:浙江师范大学,2009.
[17]BASTON C D,LISHNER D A,COOK J,et al.Similarity and nurturance:two possible sources of empathy for strangers[J].Basic Appl SocPsych,2005,27(1):15-25.
[2]王彤音.5~6岁幼儿助人行为的认知研究[D].武汉:华中师范大学,2014.
[3]钟毅平,杨子鹿,范伟.自我-他人重叠对助人行为的影响:观点采择的调节作用[J].心理学报,2015,47(8):1050-1057.
[4]MACDONALD H J,PRICE J L.Emotional understanding:examining alexithymia as a mediator of the relationship between mindfulness and empathy[J].Mindfulness,2017,8(3):1644-1652.
[5]彭司淼.共情培训对新上岗护士共情、情绪力及应对方式的影响[D].长沙:中南大学,2013.
[6]李伟健,丁菀,孙炳海,等.教师共情对学生学业成绩的促进:基于动画叙述模拟测量的多层线性分析[J].心理发展与教育,2015,31(6):719-725.
[7]PECK N F,MAUDE S P,BROTHERSON M J.Understanding preschool teachers’perspectives on empathy:a qualitative inquiry[J].Ear Child EduJ,2015,43:169-179.
[8]任艳,胡晓莹.需求感知在临床护理教师教学质量管理中的重要性[J].中华护理教育,2011,8(10):469-471.
[9]赵青,孙炳海,李伟健,等.感知需求对高中生助人行为的影响:共情反应的中介作用[J].心理研究,2010,3(5):79-83.
[10]吴静吉,詹志禹.人际反应指针(IRI-C)问卷[EB/OL].(2012-07-16)[2018-11-08].https://wenku.baidu.com/view/6875a824aaea998fcc220eaa.html.
[11]陈阳.助人行为研究的实验范式探讨[J].现代商贸工业,2015(20),85-86.
[12]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[13]孙炳海,黄小忠,李伟健,等.观点采择对高中教师共情反应的影响:共情倾向的中介作用[J].心理发展与教育,2010(3):251-257.
[14]曾敏.教师共情能力及训练研究[D].重庆:西南大学,2012.
[15]王晓.初中生共情与道德推脱对助人行为的影响[D].郑州:河南师范大学,2014.
[16]崔扬.感知相似性对高中生共情和利他行为的影响[D].金华:浙江师范大学,2009.
[17]BASTON C D,LISHNER D A,COOK J,et al.Similarity and nurturance:two possible sources of empathy for strangers[J].Basic Appl SocPsych,2005,27(1):15-25.