不同虚拟内疚类型下青少年亲社会行为选择研究
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摘要
内疚是一种与人际交往紧密联系的负性自我意识情绪体验,霍夫曼把内疚分为违规内疚和虚拟内疚,亲社会行为在社会生活中是一种普遍的行为。作为对个体所经历的不良事件进行评价和认知的产物,内疚可以引发亲社会行为。本研究用情境故事法探讨了10-18岁青少年的不同虚拟内疚类型与亲社会行为选择之间的关系。研究结果表明:
1.青少年对不同类型的虚拟内疚的体验强度存在年级差异,虚拟内疚的体验强度随年龄的增长逐渐加强,在初中阶段,对虚拟内疚的体验出现出现反增长;
2.对家人与对同伴在不同虚拟内疚类型中其体验强度存在差异;
3.在不同虚拟内疚类型中移情水平影响个体的虚拟内疚体验强度;
4.在不同虚拟内疚类型中,不同年级青少年对亲社会行为类型的选择无显著差异,其行为选择的可能性存在差异;
5.不同虚拟内疚类型中,对家人和对同伴选择亲社会行为的可能性存在差异;
6.对亲社会行为选择的可能性受到虚拟内疚体验强度的影响。
Guilt is a kind of negative self-conscious emotion to associate with human relations . Hoffman believes that guilt include transgression guilt and virtual guilt. Prosocial behavior is a kind of widespread behavior in social life, and the result that individuals estimate and cognize negative experience about themselves can cause prosocial behavior. This study tries to find the relation between prosocial behavior choice and different virtual guilt types about adolescent aged 10-18 with situation-based story. The results show that :
1. Adolescent's virtual guilt experience have significant difference in different virtual guilt types . It gradually increased with growing up , and it exists antigrowth at junior middle school .
2.Adolescent's virtual guilt experience have significant difference for between the families and friends.
3.Adolescent's empathy level can influence their virtual guilt experience in different virtual guilt types.
4.Adolescent's prosocial behavior choosing in different virtual guilt types have no significant difference for different grades, but the possibility of their prosocial behavior chossing have significant difference .
5.The possibility of adolescent's prosocial behavior choosing in different virtual guilt types have significant difference for between the families and friends.
6.Adolescent's virtual guilt experience intensity can influence the possibility of their prosocial behavior choice.
1.青少年对不同类型的虚拟内疚的体验强度存在年级差异,虚拟内疚的体验强度随年龄的增长逐渐加强,在初中阶段,对虚拟内疚的体验出现出现反增长;
2.对家人与对同伴在不同虚拟内疚类型中其体验强度存在差异;
3.在不同虚拟内疚类型中移情水平影响个体的虚拟内疚体验强度;
4.在不同虚拟内疚类型中,不同年级青少年对亲社会行为类型的选择无显著差异,其行为选择的可能性存在差异;
5.不同虚拟内疚类型中,对家人和对同伴选择亲社会行为的可能性存在差异;
6.对亲社会行为选择的可能性受到虚拟内疚体验强度的影响。
Guilt is a kind of negative self-conscious emotion to associate with human relations . Hoffman believes that guilt include transgression guilt and virtual guilt. Prosocial behavior is a kind of widespread behavior in social life, and the result that individuals estimate and cognize negative experience about themselves can cause prosocial behavior. This study tries to find the relation between prosocial behavior choice and different virtual guilt types about adolescent aged 10-18 with situation-based story. The results show that :
1. Adolescent's virtual guilt experience have significant difference in different virtual guilt types . It gradually increased with growing up , and it exists antigrowth at junior middle school .
2.Adolescent's virtual guilt experience have significant difference for between the families and friends.
3.Adolescent's empathy level can influence their virtual guilt experience in different virtual guilt types.
4.Adolescent's prosocial behavior choosing in different virtual guilt types have no significant difference for different grades, but the possibility of their prosocial behavior chossing have significant difference .
5.The possibility of adolescent's prosocial behavior choosing in different virtual guilt types have significant difference for between the families and friends.
6.Adolescent's virtual guilt experience intensity can influence the possibility of their prosocial behavior choice.
引文
①转引自王蓓.(2003).虚拟内疚的机制及其德育价值的研究。硕士学位论文.南京师范大学,7.
②方富熹,方格.(2005).儿童发展心理学,北京:人民教育出版社,42-45.
①Izard C E.(1977). Human Emotions. New York:Plenum Press, 430-432.
②转引自王蓓.(2003).虚拟内疚的机制及其德育价值的研究.硕士学位论文.南京师范大学,9.
①Zahn-Waxler, C.&Robinson,J.L.(1995). Empathy and guilt:Early origins of feelings or responsibility. In K. Fischer&J. Tangney (Eds.),Self-conscious emotions: Shame, guilt, embarrassment, and pride. New York: Guilford Press, 143-173.
①Hoffman M L. (2000).Empathy and Moral Development:Implication for caring and justice. UK: Cambridge University Press. 177-189.
①荆其诚主编.(1991).简明心理学百科全书.长沙:湖南教育出版社,369.
②Mussen P.and Eisenberg-Berg N.(1977). Roots of caring, sharing and helping. San Franciscoc: W.H. Freeman and Comnanv.
③白利刚.(1997).亲社会行为研究中的几个问题.心理学动态,5(1),47-51.
④转引自杨志强.(2004).初中生亲社会行为动机现状分析.南京师范大学硕士论文,5.
⑤李丹.(2002).儿童亲社会行为的发展.上海:上海科学普及出版社, 8.
①王美芳、庞维国.(1997).艾森伯格的亲社会行为理论模式.心理学动态,4.
②甘琳琳、佐斌.(2006).亲社会行为的动机理论.哈尔滨学院学报,12.
③廖策权.(1998).移情是亲社会行为的重要促动因素.川北教育学院学报,3.。
④寇彧、唐玲玲(2004).心境对亲社会行为的影响.北京师范大学学报(社会科学版),5.
①危敏.(2007).大学生网络亲社会行为的研究.山东大学硕士学位论文,17.
②王丽、王庭照.(2005).青少年亲社会行为研究.当代青年研究,11.
③寇彧.(2005).如何评价青少年群体中的亲社会行为.教育科学,1.
①转引自林崇德.(2002).发展心理学.杭州:浙江教育出版社,407.
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②方富熹,方格.(2005).儿童发展心理学,北京:人民教育出版社,42-45.
①Izard C E.(1977). Human Emotions. New York:Plenum Press, 430-432.
②转引自王蓓.(2003).虚拟内疚的机制及其德育价值的研究.硕士学位论文.南京师范大学,9.
①Zahn-Waxler, C.&Robinson,J.L.(1995). Empathy and guilt:Early origins of feelings or responsibility. In K. Fischer&J. Tangney (Eds.),Self-conscious emotions: Shame, guilt, embarrassment, and pride. New York: Guilford Press, 143-173.
①Hoffman M L. (2000).Empathy and Moral Development:Implication for caring and justice. UK: Cambridge University Press. 177-189.
①荆其诚主编.(1991).简明心理学百科全书.长沙:湖南教育出版社,369.
②Mussen P.and Eisenberg-Berg N.(1977). Roots of caring, sharing and helping. San Franciscoc: W.H. Freeman and Comnanv.
③白利刚.(1997).亲社会行为研究中的几个问题.心理学动态,5(1),47-51.
④转引自杨志强.(2004).初中生亲社会行为动机现状分析.南京师范大学硕士论文,5.
⑤李丹.(2002).儿童亲社会行为的发展.上海:上海科学普及出版社, 8.
①王美芳、庞维国.(1997).艾森伯格的亲社会行为理论模式.心理学动态,4.
②甘琳琳、佐斌.(2006).亲社会行为的动机理论.哈尔滨学院学报,12.
③廖策权.(1998).移情是亲社会行为的重要促动因素.川北教育学院学报,3.。
④寇彧、唐玲玲(2004).心境对亲社会行为的影响.北京师范大学学报(社会科学版),5.
①危敏.(2007).大学生网络亲社会行为的研究.山东大学硕士学位论文,17.
②王丽、王庭照.(2005).青少年亲社会行为研究.当代青年研究,11.
③寇彧.(2005).如何评价青少年群体中的亲社会行为.教育科学,1.
①转引自林崇德.(2002).发展心理学.杭州:浙江教育出版社,407.
1林崇德.( 1989).品德发展心理学.上海:上海教育出版社.
2马丁.L.霍夫曼.( 2003).移情与道德发展.黑龙江:黑龙江人民出版社.
3孟昭兰.( 1989).人类情绪.上海:上海人民出版社.
4乔建中.( 2001).情绪心理与情绪教育.南京:江苏教育出版社.
5李丹.( 2002).儿童亲社会行为的发展.上海:上海科学普及出版社.
6乔建中,王蓓. (2003).霍夫曼虚拟内疚理论述评.心理学探新,3,25-28.
7冯晓杭,张向葵.(2007).自我意识情绪:人类高级情绪.心理科学进展, 15 (6),878-882.
8郭俊彬.(2004).霍夫曼虚拟内疚理论对德育的启示.山西高等学校社会科学学报,16(5),15-16.
9常宇,秋岑国祯.( 2000).霍夫曼的道德移情及其功能述略.上海师范大学学报, 9,11-13.
10姬慧,乔建中.(2001).亲社会行为情境中移情、动机、结果对道德情感的影响.心理学探新论丛,311-317.
11钱铭怡,戚健俐.(2002).大学生羞耻和内疚差异的对比研究.心理学报, 34 (6),626-633.
12施承孙,钱铭怡.(1999).羞耻和内疚的差异.心理学动态,1999, 7 (1),35-38.
13徐洁.( 2002).内疚感的德育功能.新世纪论坛, (7, 8月合刊):10-11.
14谢波,钱铭怡.(2000).中国大学生羞耻和内疚之现象学差异.心理学报, 32 (1), 105-109.
15刘次林.(2001).羞愧感及教育意义.教育研究,9 ,13-16.
16白利刚.( 1997).亲社会行为研究中的几个问题.心理学动态, 1, 47-52.
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