父母教养方式、道德脱离和儿童攻击行为的关系
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摘要
道德无论是对于个体还是对于社会和谐都是一个相当重要的问题。道德标准的内化,对日常生活中的自我指导、自我监督、自我调节不可或缺。根据道德自我的社会认知理论,道德判断通过道德主体的情绪自我调节机制与道德行为相联系,但道德脱离的认知过程可以使控制行为的自我调节不起作用。道德脱离是对残忍行为或违规行为进行辩护的认知过程,用以分离个体行为与其内在的道德标准,从而使行为主体避免因违反道德标准而进行自我制裁。自研究者开始关注道德脱离这个研究领域开始,他们就开始探讨各种反社会行为与道德脱离的关系,研究发现成人和儿童的反社会行为均与道德脱离密切相关。另外,有研究发现道德脱离在父母教养方式与儿童反社会行为之间起中介作用。但目前还没有研究考察道德脱离、父母教养方式及主动性攻击/反应性攻击之间的关系,故本研究欲弥补相关研究的不足,以我国初中生为被试进行实证考察,在探讨初中生道德脱离、主动性攻击/反应性攻击的特点的基础上,进一步揭示父母教养方式、初中生道德脱离与主动性攻击/反应性攻击之间的关系,以期探明影响初中生主动性攻击/反应性攻击的环境因素(父母教养方式)和认知因素(道德脱离),为采取积极有效的预防和干预措施、减少初中生攻击行为提供一定的心理学依据。
本研究采用横断研究设计,从济南市历城双语实验学校和济南育华中学选取七、八、九年级学生共780名为被试,采用自我报告问卷,收集初中生认知因素(道德脱离)、环境因素(父母教养方式)和行为变量(主动性和反应性攻击)的相关数据,以考察环境因素和认知因素与初中生行为之间的关系。研究的主要结论如下:
1.初中生的道德脱离存在显著的性别差异,男生的道德理由、歪曲结果、非人性化和道德脱离总分均显著高于女生。
2.初中生的主动性攻击存在显著的性别差异,男生的主动性攻击显著高于女生,反应性攻击性别差异不显著。
3.道德脱离的不同维度能够预测不同的攻击亚类型。等级回归发现,委婉标签、有利比较、责任转移显著正向预测主动性攻击,过失归因显著负向预测主动性攻击;道德理由、非人性化能够显著正向预测反应性攻击,有利比较能够显著负向预测反应性攻击。
4.父母教养方式对初中生的道德脱离有显著的预测作用。父母教养方式越积极,初中生的道德脱离水平越低。不同父母教养方式下,初中生的道德脱离存在显著差异,忽视型家庭的初中生道德脱离水平最高,权威型家庭的初中生道德脱离水平最低。
5.父母教养方式能够显著负向预测初中生的主动性攻击和反应性攻击,父母教养方式越积极,初中生两类攻击的水平就越低。忽视型家庭的初中生的主动性攻击显著高于专制型、溺爱型和权威型家庭的初中生,后三种教养方式下初中生的主动性攻击没有显著差异。忽视型教养方式下的初中生,其反应性攻击水平显著高于权威型、溺爱型和专制型教养方式下的初中生,专制型教养方式下的初中生反应性攻击水平显著高于权威型教养方式下的初中生,而溺爱型与权威型、溺爱型与专制型教养方式下初中生的反应性攻击水平无显著差异。
6.初中生道德脱离在父母教养方式与其自身主动性攻击/反应性攻击之间起完全中介作用。
Moral is a considerably important issue both for the individual and for social harmony. Internalization of moral standards is essential for self-directed, self-monitoring, self-regulation in the daily life. According to the social cognitive theory of the moral self, moral reasoning is linked to moral action through affective self-regulatory mechanisms by which moral agency is exercised. However through the cognitive progress of moral disengagement, the affective self-regulatory mechanisms can be deactivated. Moral disengagement is a cognitive process that justify the cruel behaviors or violations, which separates individual’s behaviors and his or her internal moral standards, thereby self-sanctions are avoided. Since researchers began to focus this research domain of moral disengagement, they have explored the relationship between moral disengagement and antisocial behaviors. A large amount of studies have shown strong links between moral disengagement and antisocial behaviors both in adults and older school-age children and adolescents. In addition, one study showed that moral disengagement had mediating influence on the relationship between parental style and children’s antisocial behaviors. But little studies investigate the relationships between parental style, moral disengagement and proactive or reactive aggression. So the purpose of this study is to compensate for the lack of domestic research. On the basis of exploring the characteristics of moral disengagement and proactive and reactive aggression of junior middle school students, this study further reveal the relationships between parental style, moral disengagement and proactive and reactive aggression. This study was expected to explore environmental factors (parental style) and cognitive factors (moral disengagement) of proactive and reactive aggression, which provided psychological basis for intervention of proactive and reactive aggression of junior middle school students.
Applying cross-sectional design, the present study used a sample of 780 children who were recruited from two junior middle schools in Jinan City, Shandong Province. Self-reported questionnaires were administered to collect the data which included moral disengagement scores of junior middle school students, parenting style scores and scores of the students’proactive and reactive aggression.
The main conclusions were as follows:
1. Significant gender differences in junior middle school students’moral disengagement was observed. Boys had higher scores on moral justification, distorting consequences, dehumanization and total scores than girls.
2. There were significant gender differences in junior middle school students’proactive aggression, but not in reactive aggression. The level of proactive aggression of boys was significantly higher than girls.
3. Hierarchical regression analysis showed that euphemistic labeling, advantageous comparison and displacement of responsibility could significantly and positively predict proactive aggression and attribution of blame could significantly and negatively predict proactive aggression, and that moral justification and dehumanization could significantly and positively predict reactive aggression and advantageous comparison could significantly and negatively predict reactive aggression.
4. Parental style could significantly predict moral disengagement of junior middle school students. The more positive parental style was, the lower the level of moral disengagement of the students was.
5. Parental style could significantly predict proactive and reactive aggression of junior middle school students. The more positive parental style was, the lower the level of proactive and reactive aggression of the students was.
6. Moral disengagement of junior middle students had totally mediating effect on the relationship between parental style and proactive and reactive aggression of the students.
本研究采用横断研究设计,从济南市历城双语实验学校和济南育华中学选取七、八、九年级学生共780名为被试,采用自我报告问卷,收集初中生认知因素(道德脱离)、环境因素(父母教养方式)和行为变量(主动性和反应性攻击)的相关数据,以考察环境因素和认知因素与初中生行为之间的关系。研究的主要结论如下:
1.初中生的道德脱离存在显著的性别差异,男生的道德理由、歪曲结果、非人性化和道德脱离总分均显著高于女生。
2.初中生的主动性攻击存在显著的性别差异,男生的主动性攻击显著高于女生,反应性攻击性别差异不显著。
3.道德脱离的不同维度能够预测不同的攻击亚类型。等级回归发现,委婉标签、有利比较、责任转移显著正向预测主动性攻击,过失归因显著负向预测主动性攻击;道德理由、非人性化能够显著正向预测反应性攻击,有利比较能够显著负向预测反应性攻击。
4.父母教养方式对初中生的道德脱离有显著的预测作用。父母教养方式越积极,初中生的道德脱离水平越低。不同父母教养方式下,初中生的道德脱离存在显著差异,忽视型家庭的初中生道德脱离水平最高,权威型家庭的初中生道德脱离水平最低。
5.父母教养方式能够显著负向预测初中生的主动性攻击和反应性攻击,父母教养方式越积极,初中生两类攻击的水平就越低。忽视型家庭的初中生的主动性攻击显著高于专制型、溺爱型和权威型家庭的初中生,后三种教养方式下初中生的主动性攻击没有显著差异。忽视型教养方式下的初中生,其反应性攻击水平显著高于权威型、溺爱型和专制型教养方式下的初中生,专制型教养方式下的初中生反应性攻击水平显著高于权威型教养方式下的初中生,而溺爱型与权威型、溺爱型与专制型教养方式下初中生的反应性攻击水平无显著差异。
6.初中生道德脱离在父母教养方式与其自身主动性攻击/反应性攻击之间起完全中介作用。
Moral is a considerably important issue both for the individual and for social harmony. Internalization of moral standards is essential for self-directed, self-monitoring, self-regulation in the daily life. According to the social cognitive theory of the moral self, moral reasoning is linked to moral action through affective self-regulatory mechanisms by which moral agency is exercised. However through the cognitive progress of moral disengagement, the affective self-regulatory mechanisms can be deactivated. Moral disengagement is a cognitive process that justify the cruel behaviors or violations, which separates individual’s behaviors and his or her internal moral standards, thereby self-sanctions are avoided. Since researchers began to focus this research domain of moral disengagement, they have explored the relationship between moral disengagement and antisocial behaviors. A large amount of studies have shown strong links between moral disengagement and antisocial behaviors both in adults and older school-age children and adolescents. In addition, one study showed that moral disengagement had mediating influence on the relationship between parental style and children’s antisocial behaviors. But little studies investigate the relationships between parental style, moral disengagement and proactive or reactive aggression. So the purpose of this study is to compensate for the lack of domestic research. On the basis of exploring the characteristics of moral disengagement and proactive and reactive aggression of junior middle school students, this study further reveal the relationships between parental style, moral disengagement and proactive and reactive aggression. This study was expected to explore environmental factors (parental style) and cognitive factors (moral disengagement) of proactive and reactive aggression, which provided psychological basis for intervention of proactive and reactive aggression of junior middle school students.
Applying cross-sectional design, the present study used a sample of 780 children who were recruited from two junior middle schools in Jinan City, Shandong Province. Self-reported questionnaires were administered to collect the data which included moral disengagement scores of junior middle school students, parenting style scores and scores of the students’proactive and reactive aggression.
The main conclusions were as follows:
1. Significant gender differences in junior middle school students’moral disengagement was observed. Boys had higher scores on moral justification, distorting consequences, dehumanization and total scores than girls.
2. There were significant gender differences in junior middle school students’proactive aggression, but not in reactive aggression. The level of proactive aggression of boys was significantly higher than girls.
3. Hierarchical regression analysis showed that euphemistic labeling, advantageous comparison and displacement of responsibility could significantly and positively predict proactive aggression and attribution of blame could significantly and negatively predict proactive aggression, and that moral justification and dehumanization could significantly and positively predict reactive aggression and advantageous comparison could significantly and negatively predict reactive aggression.
4. Parental style could significantly predict moral disengagement of junior middle school students. The more positive parental style was, the lower the level of moral disengagement of the students was.
5. Parental style could significantly predict proactive and reactive aggression of junior middle school students. The more positive parental style was, the lower the level of proactive and reactive aggression of the students was.
6. Moral disengagement of junior middle students had totally mediating effect on the relationship between parental style and proactive and reactive aggression of the students.
引文
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