【作者】 王丽；

【导师】 王有智；

【作者基本信息】 陕西师范大学 ， 基础心理学， 2003， 硕士

【摘要】 二十世纪七十年代以来，随着社会的发展与儿童社会化研究领域的不断扩展，儿童亲社会行为的发展与教育问题日益受到各国心理学家的广泛关注，成为发展心理学、社会心理学等多学科研究领域中的一个重要课题。众多心理学家围绕儿童亲社会行为的产生机制、发展趋势、影响因素等问题开展了广泛的研究，并积累了相当丰富的资料。虽然已有的研究取得了一些共同的认识，但仍有许多问题尚未解决或是研究结果尚不一致。本研究力图在前人已有的研究基础上，考察中小学生亲社会行为中的几种具体行为类型(助人、分享、合作、谦让)之间是否具有一致性，描述中小学生亲社会行为的发展趋势，探究同伴关系、人际信任、社会期望及自尊等因素与中小学生的亲社会行为之间的关系，以期为中小学生亲社会行为的培养与教育提供心理学依据。 本研究采用亲社会行为评定问卷、同伴关系评定问卷、自尊量表、儿童马氏量表及儿童社会期望量表对519名中小学生进行了问卷调查，其中小学生228名，中学生291名，男生共计257名，女生共计262名。通过对调查结果的分析，得出以下结论： (一)中小学生亲社会行为的发展具有一致性。也就是说，一个乐于助人的学生，同时也会表现出乐于与人分享、合作、谦让等行为特性。本研究推断这是由于中小学生在特定环境中的行为表现具有较高的一致性和稳定性，此外还可能与中小学生个性中的利他特质有关。研究同时发现，不同类型的亲社会行为分布不均。其中，助人、谦让处于较高的水平，分享次之，合作水平最低。这可能与中小学生的心理发展水平及不同类型的亲社会行为的性质有一定的关系。 (二)中小学生亲社会行为的发展表现出这样的趋势：小学三年级学生亲社会行为水平最高，接着呈下降趋势，初中二年级后又开始回升。这与中小学生的同伴关系、人际信任、社会期望、自尊的发展以及中小学生亲社会行为的动机系统、亲社会推理的发展有着密切关系。 (三)中小学生亲社会行为的发展存在显著的性别差异。这种差异首先表现在女生的亲社会行为要多于男生，本研究认为其原因虽然可能与生物作用有关，但儿童后天的性别角色社会化起着更为重要的作用。亲社会行为发展的性别差异同时还表现在男生和女生有着不同的亲社会行为发展趋势。这可能与进入青春期后，女生较男生要早一、二年的生理发展上的差异有关。 （四）回归分析表明，同伴关系、人际信任、社会期望、自尊等因素对中小学生的亲社会行为有显著的回归效应，这四个预测变量能联合预测亲社会行为78．0％的变异量。就个别预测变量的解释量来看，同伴关系的预测力最佳，解释量为66．4兄 其次是社会期望，解释量为10．3凡根据回归分析的结果，本研究构建了同伴关系、人际信任、社会期望及自尊等因素与中小学生亲社会行为关系的路径模型，认为自尊作为一种核心变量，通过对同伴关系、社会期望、人际信任等的影响而间接影响到亲社会行为；同伴关系、社会期望作为中介变量，对亲社会行为产生直接影响；人际信任对亲社会行为产生间接影响。 根据本研究结论，对中小学生亲社会行为的培养与教育提出以下建议： （一）家庭教育和学校教育应有机结合，共同培养中小学生的利他个性特质，促进亲社会行为类型的一致性。 （二）重视中小学生亲社会行为的发展趋势，对中小学生进行亲社会行为的动机教育并促进中小学生亲社会推理和自我意识的发展，以提升中小学生亲社会行为的水平。同时注意中小学生亲社会行为发展中的年龄差异，把握不同年龄阶段亲社会行为的发展特点和影响因素，开展适合不同年级的亲社会行为教育。 （三）尊重中小学生亲社会行为发展中的性别差异，并针对性别差异采取不同的教育方法，有意识地分别施与男童和女童合理教育。 （四）同伴关系是影响中小学生亲社会行为发展的重要因素，学校教育应注重引导中小学生创设良好的同伴关系，营造融洽的班级氛围，为中小学生亲社会行为的发展提供有利的外部环境。 （五）重视个体的内部因素对中小学生亲社会行为的影响，特别是抓好中小学生的自尊教育，培养中小学生正确的自我意识和积极的自我评价。更多还原

【Abstract】 Since 1970s,with the development of our society and enlargement of the research into children’s socialization, it has been widely recognized that children’s prosocial behavior has become an important field in terms of development psychology and social psychology. And a lot of research has been conducted centered on the initial mechanism, development trends and effecting factors of children’s prosocial behavior. Based on existing theories and researches, this thesis aims to explore the coherence among some prosocial behavior patterns (helping, sharing, co-operation and modestly declination) .outline the trends of children’s prosocial behavior, probe into the relationships among students’ prosocial behavior, peer relationships, interpersonal trust, social desirability and self-esteem in the elementary and middle schools, so that it can give a psychological explanation on the cultivation and education of children’s prosocial behavior.The study rested on the prosocial behavior evaluation questionnaire, the peer relationships evaluation questionnaire, the self-esteem scale, the children’s machiavellianism scale and the Children’s social desirability scale is to try a test paper for 519 students in the elementary and middle schools. It can be concluded as follows by analyzing the outcome of the investigation.First, the development of students’ prosocial behavior is charactered by coherence. That is, a student who is willing to offer a helping hand also tends to share, cooperate, and compromise with others. This research infers that the reason is students’ behavior is consistent and stable in a particular circumstance, and there is some altruistic personality. Also, different levels of different prosocial behavior patterns can be seen through the survey. Helping and modestly declination are in the highest level, sharing is the next and co-operation is the lowest. The level of students’ psychology development and the nature of different prosocial behavior may account for the phenomenon.Second, students’ prosocial behavior has the following characteristics: elementary school students in grade three have prosocial behavior in the highest level. Then thelevel of prosocial behavior drops as the grade increases. However, it increases again in Grade Two, senior Middle School. This can be explained by the development of students’ Peer relationships, interpersonal trust, social desirability and self-esteem as well as incentive system of prosocial behavior and prosocial reasoning.Third, there is marked difference between the development of prosocial behavior of schoolgirls and schoolboys. On the one hand, schoolgirls has much more prosocial behavior than schoolboys. On the other hand, there is difference between the development trends of prosocial behavior of schoolgirls and schoolboys. To explain this, the thesis concludes that there are probably two reasons. One is that schoolgirls and schoolboys are educated differently in the aspect of sexual distinction in the process of children’ socialization, and the other is that the time for boys and girls in the adolescent stage to mature physically is different.Fourth, regression analysis indicates that these factors: peer relationships, interpersonal trust, social desirability and self-esteem, etc, have noticeable regression effect. Among these factors, peer relationships have the greatest influence on students’ prosocial behavior, and self-esteem has an indirect influence on students’ prosocial behavior. According to the results of the regression analysis, the thesis builds a path model of influences of peer relationships, interpersonal trust, social desirability and self-esteem on students’ prosocial behavior.Based on the above conclusion, some suggestions are mentioned about how to improve the level of students’ prosocial behavior in the thesis.更多还原