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林文娟 《邢台职业技术学院学报》2014,(6):88-91
尴尬易感性被认为是一种尴尬体验的能力,对个体的亲社会行为倾向具有一定的影响。本研究通过对103名大学生的抽样调查,探讨尴尬易感性与亲社会行为倾向之间的关系。研究结果表明:(1)尴尬易感性在性别和年龄上均不存在显著;(2)尴尬易感性与亲社会行为倾向存在显著正相关,尴尬易感性高则亲社会行为倾向高,反之,则低;(3)尴尬易感性对亲社会倾向具有一定的预测作用,尴尬易感性越高的个体会表现出更多的亲社会行为。 相似文献
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丁芳 《山东教育学院学报》2000,15(2):53-55
亲社会行为是獐土产歃展研究中的一个重要课题,分享、助人、合作、安慰与保护是儿童亲社会行为的重要组成部分,本郑重从这几个方面探讨儿童亲社会行为的起源问题,并结合国外的有关研究资料考察了儿童亲社会行为发展的一致性和连续性问题。 相似文献
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幼儿亲社会行为的培养 总被引：1，自引：0，他引：1
李桂华 《辽宁师专学报(社会科学版)》2002,(4):79-80
本从分析亲社会行为的概念、作用及其影响幼儿亲社会行为的因素和自身影响因素入手，提出了培养幼儿亲社会行为的手段及其方法。 相似文献
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本研究采取事件取样法对100名大、中、小班幼儿的亲社会行为进行了观察研究,结果表明:幼儿的亲社会行为不存在性别差异;幼儿的亲社会行为主要是指向同伴,极少指向教师;在幼儿的亲社会行为中,合作行为最为常见,再次为分享行为和助人行为,安慰行为和公德行为较少发生。教师通常对幼儿的亲社会行为做出积极反应或消极反应;同伴对幼儿的合作行为多做出积极反应,对幼儿的分享行为、帮助行为、安慰行为多做出中性反应。幼儿的亲社会行为大多未得到及时强化。 相似文献
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本研究采取事件取样法对100名大、中、小班幼儿的亲社会行为进行了观察研究,结果表明:幼儿的亲社会行为不存在性别差异;幼儿的亲社会行为主要是指向同伴,极少指向教师;在幼儿的亲社会行为中,合作行为最为常见,再次为分享行为和助人行为,安慰行为和公德行为较少发生.教师通常对幼儿的亲社会行为做出积极反应或消极反应;同伴对幼儿的合作行为多做出积极反应,对幼儿的分享行为、帮助行为、安慰行为多做出中性反应.幼儿的亲社会行为大多未得到及时强化. 相似文献
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自恋与亲社会行为都是西方较为关注的话题,在我国汶川大地震后,亲社会行为(助人行为)也逐渐引起了大家的关注。在对西方的研究中,发现移情在亲社会行为的决策中,有着非常重要的意义。本文正是从以上三个角度入手,介绍了自恋、移情与亲社会行为的理论与研究,揭示出自恋与移情及亲社会行为之间的关系,以及这方面研究所存在的问题。 相似文献
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亲社会行为是指在社会交往中表现出的符合社会期望并对他人、群体和社会有利的行为。在亲社会行为的研究领域中,儿童的亲社会行为受到了大量研究者的青睐。本文以近十年来国内关于儿童亲社会行为的研究为基础,对儿童亲社会行为的概念内涵、研究工具与方法、研究现状、影响因素、培养策略等方面进行了分析与总结,并对未来的深入研究提出了展望。 相似文献
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以教师自由描述和词汇学两种方法对3-6岁幼儿的亲社会性进行质的探讨。根据幼儿教师对幼儿典型的亲社会性情感和行为的自由描述,以及运用词汇学筛选适合描述幼儿亲社会情感和行为的词汇,得出幼儿的亲社会性结构由合群性、利他性、诚实、攻击性、教养、羞愧感、责任心7个特质构成。 相似文献
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研究者们在广泛吸收有关亲社会行为研究成果的基础上,结合各自多年的研究,提出了多种较为全面、深刻的亲社会行为动机理论,旨在揭示亲社会行为发生发展的心理机制。文章扼要解释了研究者们所提出的亲社会行为的动机理论,并作简要评论。 相似文献
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Julia Becherer Olaf Köller Friederike Zimmermann 《Zeitschrift für Erziehungswissenschaft》2017,20(3):405-424
Prior research indicates that social behavior contributes to school achievement. The underlying mechanisms, however, have received little research attention to date. To investigate peer acceptance as mediating the influences of prosocial and antisocial behavior on school grades, this prospective study draws on 2387 ninth graders. All students in a class rated their peers in terms of prosocial and antisocial behavior, class teachers rated their students’ peer acceptance in class, and grades in German and mathematics were collected from students’ report cards. Prior report card grades, gender and socioeconomic status were controlled for. Structural equation modeling shows direct positive paths between prosocial behavior and both peer acceptance and grades; antisocial behavior negatively predicted both peer acceptance and grades. Prosocial behavior contributed to better grades via higher peer acceptance, whereas concerning antisocial behavior, the mediating effect was statistically not significant. Results are discussed with regard to their practical relevance and implications for future research. 相似文献
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陈阳 《辽宁师范大学学报(社会科学版)》2014,(3):371-376
亲社会行为的研究范畴在微观、中观和宏观三个层次上存在差别。宏观层次的亲社会行为研究较多关注群体身份对亲社会行为的影响。群体身份对亲社会行为影响的生物基础可用亲缘选择模型解释。这种解释符合进化心理学视角下的行为连续性假设。群体身份影响亲社会行为发生的内部机制与行动者对求助者身份的社会认知过程有关,求助者的内群或外群身份使行动者亲社会行为意愿、表现有差别。行动者感受到求助者和自己的"相似性"越大,亲社会行为越易发生。未来研究应在具体社会情境背景下探讨两者的关系,丰富该研究主题的内涵及其实际应用价值。 相似文献
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Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
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Veronica Ornaghi Elisa Brazzelli Ilaria Grazzani Alessia Agliati Maria Lucarelli 《Early education and development》2017,28(4):396-414
Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five 26- to 36-month-olds participated in a 2-month intervention in which trained teachers read emotion-based stories to small groups of children and then either involved them in conversations about emotions (experimental condition) or did not (control condition). Even after we controlled for age and general language ability, the children in the experimental condition were found to outperform the control group on measures of emotion knowledge and emotional-state talk. Furthermore, the intervention fostered gains in prosocial behavior, whereas it did not have a significant effect on the frequency of aggressive actions, which was lower at posttest in both groups. The positive effect of the training program on participants’ prosocial behavior was no longer significant when we controlled for gains in emotion knowledge and emotional-state talk. Practice or Policy: The results encourage the implementation of early educational programs focused on emotion knowledge in order to foster children’s prosocial behavior toward peers. 相似文献
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加强儿童移情训练,促进儿童亲社会行为发展 总被引：1，自引：0，他引：1
杨兴鹏 《黄石理工学院学报(人文社科版)》2006,23(1):67-70,81
亲社会行为是儿童社会性发展的重要方面，儿童移情能力的发展对提高亲社会行为的发展起着重要的促进作用。因此，我们有必要掌握儿童移情能力的发展过程，对儿童进行恰当的移情训练提高他们的移情能力，从而促进其亲社会行为的发展。 相似文献
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亲社会行为是对社会和他人有利的行为,是一种普遍的社会现象。随着我国建设和谐社会的需要以及对亲社会行为的提倡,亲社会行为已成为我国学界研究的重点和热点问题之一。本文旨在对近年来国内亲社会行为研究所取得的成果进行梳理,发现其特点,并分析其中存在的问题,以期对后续进一步的深入研究有所启发。 相似文献
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Stacy R. Johnson Adina M. SeidenfeldCarroll E. Izard Roger Kobak 《Early childhood research quarterly》2013
Preschool children from economically disadvantaged families often experience difficulties in developing prosocial behavior. Risk associated with depressive symptomatology in caregivers (parents and guardians) may further compound these difficulties. The overall objective of the present study was to examine the compensatory effect of Head Start classroom environments on the development of prosocial behavior among children with caregivers high in depressive symptomatology. We initially examined the association between caregiver depressive symptoms and children's starting levels of prosocial behavior and then tested classroom emotional support as a moderator of the relation between caregivers’ depressive symptoms and children's prosocial behavior development during the school year. The sample of 194 Head Start preschoolers in 28 classrooms was part of a larger study designed to test the effects of an emotion-based prevention program. As expected, caregivers’ levels of depressive symptoms predicted lower starting levels of prosocial behavior. However, classroom emotional support promoted improvements in prosocial behavior for the children of the caregivers high in depressive symptomatology. The implications of these findings for the development of preventive interventions are discussed. 相似文献