【作者】 罗青；

【导师】 胡祥恩； 周宗奎；

【作者基本信息】 华中师范大学 ， 发展与教育心理学， 2016， 博士

【摘要】 羞怯是一种人格特质,常用来描述个体在社交场合,尤其是面对陌生个体和陌生环境时的犹豫和不舒适感。具有羞怯人格特质的个体在现实生活中一般无法顺利建立和发展正常的人际关系。人际关系是涉及到每一个人的特殊社会关系,任何社会人都不可避免。网络的出现为传统的人际关系提供了一种新的表现方式——网络交往。与现实交往相比,网络的匿名性、便利性、交互性,和即时性等特点会促使具有羞怯人格特质的个体倾向于使用网络建立和发展人际关系。以往研究结论集中在考察人格与网络使用的关系上,也有研究发现情绪与网络使用的关系密切,社会支持系统与人格互相影响,但将青少年的羞怯、网络交往、社会支持系统和情绪因素联系在一起的关系研究涉及较少。青少年是网络使用的最大群体,同时也是羞怯最显著可见的一个阶段,包括社会支持系统在内的社会因素和情绪在内的生理因素均对该阶段的个体有重要的影响,这些因素在一定条件下可以改善网络对青少年的不良影响,为具有羞怯人格特质的青少年提供个性化的帮助。羞怯个体最常见的问题就是在现实生活中缺乏人际交往,互联网在一定程度上可以满足羞怯个体的交往需求。众所周知,动机是推动个体行为的直接原因。研究具有羞怯人格特质个体的网络交往动机可以探察其使用网络进行交往的心理需求,从内部需求方面更好地理解羞怯;人格特质影响社会支持系统,该影响又作用于个体的行为,可以假设社会支持系统可能对青少年羞怯与网络交往的关系存在影响；社会支持不平衡会导致个体产生负性情绪,情绪对个体的网络交往也会有一定的预测作用,因此可以假设社会支持不平衡和负性情绪对青少年羞怯与网络交往的关系也存在一定的影响。青少年正处于人格和社会性发展的关键时期,迫切需要建立有意义的人际关系,这个阶段的青少年面临网络交往与现实交往的冲突,因此引导青少年健康的使用网络进行交往,促进人格的健康发展就显得格外重要。基于上述假设,本研究从动机、社会支持系统、情绪和网络交往依赖四个方面出发,考察青少年羞怯与网络交往的关系,特别是社会支持系统和情绪在其中所起的作用。本研究主要采用问卷法和行为实验法进行研究。其中,问卷法采用了《羞怯量表》、《大学生互联网交往动机量表》、《互联网交往动机量表》、《社会支持量表》、《网络社会支持问卷》、《社会支持平衡量表》、《网络交往问卷》以及《正性负性情绪量表》对393名初一至初二学生、647名高一至高二学生和3099名大一至大三学生的羞怯与网络交往之间的关系进行了调查。行为实验法采用2X2的混合实验设计考察了85名大一至大三学生的羞怯在社会支持平衡和社会支持不平衡两种条件下对不同面部情绪图片的知觉差异。具体来说,通过问卷法分别考察了青少年的羞怯发展状况,具有羞怯人格特质青少年的网络交往动机和社会支持系统状况,以及社会支持系统和情绪在青少年羞怯与网络交往间所起的作用；运用行为实验法考察了在社会支持平衡和社会支持不平衡两种条件下,具有羞怯人格特质的大学生对不同面部情绪图片的知觉差异。本研究主要得出以下结论：1.大学生在羞怯上的平均分最高,初中生在羞怯上的平均分最低。在人口学变量方面,高中女生在羞怯上的得分高于高中男生；大学生中的非独生子女在羞怯上的得分高于独生子女,来自城市的大学生在羞怯上的得分均低于其他来源地的大学生；文科大学生在羞怯上的得分高于理科大学生,网络使用不到1年和使用时间在14年的大学生在羞怯上的得分均高于网络使用4-7年和7年以上的大学生在羞怯上的得分,每天上网时间在14小时的大学生在羞怯上的得分低于每天上网时间在4-7小时的大学生在羞怯上的得分。初中,高中和大学生的羞怯得分在不同QQ好友数量上均存在显著差异。2.高羞怯水平组的初中生在人际情感性动机上的得分低于一般羞怯水平组的初中生在人际情感性动机上的得分；低羞怯水平组的大学生在信息获取性动机上的得分高于一般羞怯水平组的大学生在信息获取性动机上的得分。3.低羞怯水平组的初中生在社会支持总分及其维度上的得分均高于其他两组,低羞怯水平组的初中生在网络社会支持总分、信息支持和情感支持上的得分均高于一般羞怯水平组;低羞怯水平组的高中生在社会支持总分及其维度上的得分均高于其他两个组,低羞怯水平组的高中生在网络社会支持、信息支持、情感支持和工具支持上的得分均高于高羞怯水平组；低羞怯水平组的大学生在社会支持总分及其维度上的得分均高于高羞怯水平组,低羞怯水平组的大学生在网络社会支持及情感支持上的得分均高于高羞怯水平组。4.低羞怯水平组大学生在接受社会支持上的得分高于高羞怯水平组大学生；低羞怯水平组大学生在提供社会支持上的得分高于高羞怯水平组大学生。5.初中生的羞怯通过社会支持一一网络社会支持的链式中介作用对网络交往依赖产生影响；高中生的羞怯可以通过社会支持的中介作用对网络交往依赖产生影响,也可以通过网络社会支持的中介作用对网络交往依赖产生影响；大学生的羞怯可以通过社会支持的中介作用对网络交往依赖产生影响,也可以通过网络社会支持的中介作用对网络交往依赖产生影响。6.在社会支持不平衡条件下,低羞怯水平组大学生在正性情绪上的得分高于高羞怯水平组大学生,高羞怯水平组大学生在负性情绪上的得分高于低羞怯水平组；在社会支持平衡条件下,不同羞怯水平大学生在正性情绪和负性情绪上的得分均不存在显著差异。7.高羞怯社会支持不平衡组判断积极面孔图片的平均正确率低于低羞怯社会支持平衡组；判断积极情绪和消极情绪面孔图片时,高羞怯社会支持不平衡组的反应时均显著高于低羞怯社会支持平衡组。8.羞怯可以通过社会支持不平衡预测网络交往依赖；羞怯也可以通过负性情绪预测网络交往依赖；进一步分析发现,羞怯可以通过社会支持不平衡→负性情绪的链式中介影响网络交往依赖。本研究在以往的研究基础上尝试深入探讨了以下问题,具体包括：(1)将羞怯的研究对象从青少年晚期(大学生阶段)拓展到青少年早期和青少年中期(初中生和高中生阶段),为羞怯的毕生发展研究提供了实证基础：(2)修订了《大学生互联网交往动机量表》,使其测量范围扩大到青少年早期和中期,推动了早期和中期青少年网络交往动机的相关研究；(3)将社会支持系统作为社会因素纳入到羞怯研究中,探讨了社会支持系统对羞怯与网络交往关系的影响,拓展了影响羞怯与网络交往的因素范畴；(4)从平衡的角度考察了社会支持的提供和接受对具有羞怯人格特质青少年的情绪和网络交往的影响,为社会支持的相关研究做了有益的补充；(5)从多方面分析了影响青少年羞怯与网络交往关系的因素,在心理-生理-社会模型基础上为羞怯提供了一个新的研究维度,在理论上完善了羞怯与网络行为相关的发展机制。同时本研究尝试在已有的心理-生理-社会模型基础上,提出青少年羞怯和网络交往的相关理论模型,试图对青少年羞怯和网络交往进行系统化的解释。该模型不仅说明了心理、生理、社会因素在模型中的单独作用,也强调了各因素的内在关系和相互作用。本研究探索式地针对羞怯人格特质提出了新的建议,试图从提高个体社会支持系统水平、调节个体情绪出发,避免网络对这类个体的消极影响,利用网络促进个体的积极发展,具体化地描述了网络对实现羞怯个体积极价值的作用和途径。更多还原

【Abstract】 Shyness is a personality trait, in social occasions, which is often used to described the individuals’ hesitation and discomfort, especially when people faced with stranger and unfamiliar environment. Shy individuals often aren’t able to establish and develop normal interpersonal relationship in real life. Interpersonal relationship is a special social relationship what is related to each person. The emergence of the Internet provided a new pattern of interpersonal communication--Internet communication. Anonymity, the physical lack, the feedback without time restrictions and other characteristics of the Internet will lead shy individuals tend to use the Internet to establish and develop interpersonal relationships. Previous studies concentrated in the relationship between personality and Internet use, also it has been found that there has a close relationship between emotion and Internet use, the interplay between social support systems and personality, but few studies concerning explored the relationship research of adolescents’shyness, Internet communication, social support systems and emotion. Adolescents are the largest group of Internet use, meanwhile the adolescent stage is the most visible period of shyness, the social factors (including social support systems) and the physiological factors (including emotion) have important effects on the individuals. These factors can improve the adverse effects of Internet on adolescents, provide the personalized help for adolescents with shynessThe most common problem of shy individuals is lack of interpersonal communication in the real life, and now the Internet could meet the needs of shy individuals. As is known to all, motivation is the direct cause of individuals’behavior. When investigate the internet communication motivation of shy individuals, we can explore the psychological needs and better understand the internal needs of shy individuals. As an environmental variables, social support systems will be affected by the personality traits, and the effect will act on the individuals’ behavior, then we can assumed that social support systems will affect the relationship of adolescents’ shyness and Internet communication. The imbalance of social support will lead individual to produce negative moods, and emotion can predict the individuals’internet communication, then assumed that the imbalance of social support and emotion will affect the relationship between adolescents’ shyness and internet communication. Adolescents are in the critical period of personality and social development, urgent need to develop meaningful interpersonal relationships. Adolescents on this stage have many conflicts between Internet communication and real life communication, then it’s particularly important that help adolescents develop healthy internet use behavior, and promote the healthy development of individual personality. Based upon the above assumptions, this study from four aspects (motive, environment, emotion and result) to explore the relationship between shyness and Internet communication, especially the role of social support systems and emotion.The present research main use of questionnaire and behavior experiment method. Shyness scale、 College Students’ Internet communication motivation scale、Internet use motivation scale、social support questionnaire、online social support questionnaire、social support balance scale、Internet communication questionnaire and the positive and negative affect scale as tools, participants were 393 junior middle school students from grade 1 to grade 2,647 senior high school students from grade 1 to grade 2,3099 college students from grade 1 to grade 3. A 2*2 mixed experiment was used to investigate the 85 college students’ perception difference of facial emotional pictures, under the conditions of social support balance and unbalance. Specifically, the present study investigated the state of adolescents’ shyness, internet communication motivation and social support systems, explored the role of social support systems and emotion on the relationship between adolescents’ shyness and Internet communication, analyzed the perception differences in the facial emotion picture of college students with shyness under the conditions of social support imbalance and social support balance.The main conclusions of this study are as follows:1.The average score of college students’ shyness is the highest, the average score of the junior middle school students’ shyness is the lowest. On the demographic variables, there were significant differences in the gender of senior high school students’ shyness score. There were significant differences in the one child or not, source place, major, the time of Internet use and the time of online at every day of college students’ shyness score. There were significant differences in the quantity of QQ friends of junior middle school students’ shyness score, senior high school students’ shyness score and college students’ shyness score.2.0n the interpersonal emotional motivation, the shyness score of junior high school students with high shyness level is lower than the shyness score of junior high school students with average shyness level; on the information acquisition motivation, the shyness score of college students with low shyness level is higher than the shyness score of college students with average shyness level.3.On the social support and its dimension, the shyness score of junior high school students with low shyness level is higher than the shyness score of junior high school students on the other levels; on the online social support, information support and emotional support, the shyness score of junior high school students with low shyness level is higher than the shyness score of junior high school students with average shyness level.On the social support and its dimension, the shyness score of senior high school students with low shyness level is higher than the shyness score of senior high school students on the other levels; on the online social support, information support, emotional support and instrument support, the shyness score of senior high school students with low shyness level is higher than the shyness score of senior high school students with average shyness level.On the social support and its dimension, the shyness score of college students with low shyness level is higher than the shyness score of college students with high shyness level; on the online social support, emotional support, the shyness score of college students with low shyness level is higher than the shyness score of college students with high shyness level.4.On the accepted social support, the shyness score of college students with low shyness level is higher than the shyness score of college students with high shyness level; on the provided social support, the shyness score of college students with low shyness level is higher than the shyness score of college students with high shyness level.5.The junior middle school students with shyness could affect the dependence on Internet interaction through the serial mediation of social support and online social support. The junior high school students with shyness had an indirect effect on the dependence on Internet interaction through the mediation of social support, and online social support play the same role in the pathway. The college students with shyness had an indirect effect on the dependence on Internet interaction through the mediation of social support, and online social support play the same role in the pathway.6.Under the condition of social support imbalance, the shyness score of college students with low shyness level on the positive emotional words is higher than the shyness score of college students with high shyness level; under the condition of social support balance, there were no significant differences in the positive and negative emotional words of college students with different shyness level.7.The accuracy rate of college students with high shyness level and social support imbalance is lower than the college students with low shyness level and social support balance; the time reaction of college students with high shyness level and social support imbalance is higher than the college students with low shyness level and social support balance.8.The college students with shyness could predict the dependence on the Internet interaction through social support imbalance, the college students with shyness could predict the dependence on the Internet interaction through negative emotion, the shyness of college school students affect the dependence on Internet interaction through the serial mediation of social support imbalance and negative emotion for further analysis.On the basis of previous researches, this study has tried to think deeply about following questions, including:(1) The study extends the range of shyness subjects, from the late adolescence(mainly points college students) to the early and middle adolescents (mainly points junior middle school students and senior high school students), its provide the empirical basis for the lifelong development of shyness; (2) The Internet communication motivation scale is promote the study of early and middle adolescents’ Internet communication motivation; (3) Social support systems as environment variable is included in the personality research, discussed the influence of social support systems on personality and behavior, expand the scope of personality and Internet communication’s affect factors; (4) From the point of balance to discussed the influence of social support on emotion and internet communication of college students with shyness, which makes up a useful supplement to the related research of social support; (5) Explore the factors that influence the adolescents’ shyness and internet communication in many ways, it provides a new research dimensions for shyness on the basis of psychology-physiological-social model, improving the development mechanism of shyness and Internet behavior.At the same time, this study complete put forward a theoretical model of the development process about adolescents’ shyness and Internet communication, on the basis of psychology-physiological-social model, and tries to systematically explain adolescents’ shyness and Internet communication. The model not only indicated the solely role of psychology, physiology and social factors, but also emphasized the intrinsic relationship and interactions. This research offer new suggestion about shyness, try to improve the level of individuals’ social support and online social support, regulate individuals’ emotion, avoid negative effect of the Internet, promote individuals’ positive development by Internet, specific to describes the function and approach of realize the shy individuals’ positive value.更多还原