【作者】 隋莉晖；

【导师】 王美芳；

【作者基本信息】 山东师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 同伴关系在儿童的发展和社会适应中起着重要作用。在同伴群体中,儿童的社交地位具有很大的个体差异,研究者一般根据儿童的同伴接纳/拒绝情况把儿童分为五类:受欢迎儿童、被拒绝儿童、被忽视儿童、矛盾型儿童和一般儿童。被拒绝儿童和被忽视儿童都可视为同伴关系不良儿童,并且这部分儿童还为数不少。良好的同伴关系有助于儿童获得成功的社交技巧,能使儿童具有安全感和归属感,有利于情绪的社会化,有利于培养儿童对环境积极探索的精神;儿童的同伴经验还有利于自我概念和人格的发展。而早期同伴关系不良,有可能导致学校适应困难,不仅影响儿童当时的发展,甚至会对儿童以后的适应造成消极影响。鉴于同伴关系在儿童心理发展中发挥着重要的作用,国内外许多心理学家研究了影响儿童同伴关系的因素,并在此基础上,就如何改善儿童同伴关系,尤其是改善低社交地位儿童的同伴关系进行研究探讨,并提出了各种干预训练方案。在大量的同伴关系干预训练方案中,人际认知问题解决训练方案受到了研究者广泛的关注。研究表明,我国4-6 岁幼儿社交地位类型已经分化,同伴关系不良者占幼儿总数的三分之一。所以,本研究从济南市一所幼儿园选取两个中班和两个大班的幼儿作为被试,随机选取其中的一个中班和一个大班幼儿作为实验组,另外一个中班和大班幼儿作为控制组。考察不同社交地位幼儿的人际认知问题解决技能、情绪认知能力和同伴接纳/拒绝的差异,并采用人际认知问题解决技能训练课程对不同社交地位幼儿进行社会技能培养,以考察这一训练对幼儿人际认知问题解决技能、情绪认知能力和同伴关系的影响,并进一步探讨了幼儿的人际认知问题解决技能与其同伴交往之间的关系。本研究的主要结论如下: 1、不同社交地位幼儿的人际认知问题解决技能和情绪认知能力存在显著差异,表现为:受欢迎幼儿和矛盾型幼儿人际问题解决技能的各个方面和情绪认知能力都比较高;被拒绝幼儿产生的解决人际问题策略数量较多,但策略的有效性更多还原

【Abstract】 Peer relationship serves a very important function in children’s development and their adapting to the society. Good peer relationships help children to acquire social skills, enable them to have a sense of safety and belonging-to, facilitate the socialization of the children’s emotion, facilitate the culture of children’s sense of active environment exploring; the experience of partnership also can help the development of children’s self-concept and personality. Whereas bad partnership can lead to a difficulty in adapting to school, it also has a negative influence not only on the present development of the children but also on the future adaptation of them. In view of the important functions of the peer relationships in children’s psychological development, many psychologists at home and aboard have conducted research and discussions on how to improve children’s peer relationships, especially on how to improve the peer relationships of children with low social skill. They have also offered some training projects. Among a large amount of the peer-relationship training projects, the project of interpersonal cognitive problem-solving has been paid much attention to. Studies show that the 4-6 years old children in our country have differentiated in their social statuses, the children with bad peer relation account for one-third of the children. So, we selected 4-6 years old children as subjects. This experiment explores the difference in the social cognitive problem-solve skill, emotion cognitive skill and the peer acceptation\refusal of the children with different social status; we adopt a social cognitive problem-solve skill training course to culture the social skill of the children with different social status in order to explore the influence of this course on the children’s social cognitive problem-solve skill, the emotion cognitive ability and the partnership, discuss further the relationship between the children’s social cognitive problem-solve skill and their partner communication.更多还原