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采用情景实验法对234名大学生进行了调查,考察了状态共情和情境安全程度对助人行为的影响,同时探讨了人际信任的调节作用.研究结果发现:(1)状态共情与情境安全程度对助人行为均有正向预测作用.(2)人际信任负向调节情境安全程度对助人意愿的影响,正向调节状态共情对助人时间的影响.即在低人际信任组,情境安全程度与助人行为的相关更高;在高人际信任组,状态共情与助人行为的相关更高. 相似文献
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为了探讨现场的榜样行为对于当代大学生助人行为是否具有促进作用,本研究采用实验观察法,设置4个相似情境来考察大学生在不同情境下的助人行为情况。结果发现,在有榜样行为的前提下能够激发更多的助人行为,而紧急的情境更能加深助人的程度。 相似文献
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本文运用情境实验法研究了结果程度和熟悉性对助人意愿的影响。研究表明：结果程度和熟悉性对控制性归因没有影响,但对责任推断和情感有一定的影响;结果程度影响人们的助人意愿,即人们会对遭受严重损失的他人给予更多的帮助;熟悉性影响助人意愿,即人们更愿意帮助熟悉的人。 相似文献
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把对口支援工作看作是一种助人行为,并从助人行为的影响因素即受助者、助人者和情境因素三方面,分析对口支援工作中支援高校的动力,并构建了支援高校动力分析图。从增加互动,明确责任;榜样示范作用壮大对口支援队伍;追求高层次需要,提升动机;宣导主流价值,提高认识四方面提出了加强支援高校＂助人＂动力的对策。 相似文献
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《陕西教育学院学报》2019,(8):1-6
绘本对幼儿的人格发展起着重要的教育作用。根据绘本角色类型,可以将绘本分为人物绘本和拟人化动物绘本。这两种绘本在幼儿人格教育方面是否存在效果差异是当前国际幼儿教育领域正在探讨的一个热点问题。本研究选取176名3.32-6.31岁幼儿为研究对象,以助人主题绘本(角色类型为人物/拟人化动物)为实验材料,通过利他性助人行为情境,考察绘本的角色类型对幼儿利他性助人行为的影响。结果发现:人物绘本在提高幼儿利他性助人行为方面显著优于拟人化动物绘本。 相似文献
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Adverse childhood experiences (ACEs) are important public health concerns, with links to higher prevalence rates of both health-risk behaviors and physical health difficulties in adulthood. Research has demonstrated an association between early adversity and long-term health-risk behavior development. The current study assessed the role of emotion dysregulation and facets of impulsivity as potential mediators in the relation between ACEs and general health-risk behaviors, including alcohol-related consequences and risky sexual behavior. College students (N = 668) completed online questionnaires that assessed history of ACEs, emotion regulation difficulties, impulsivity under extreme affect, and current engagement in health-risk behaviors. Emotion dysregulation and impulsivity under extreme positive emotion, but not negative emotion, demonstrated a significant serial mediation between ACEs and alcohol-related consequences. Results also suggest that emotion dysregulation mediates the relation between early adversity and all three outcomes (i.e., overall engagement in maladaptive behavior, alcohol-related consequences, and risky sexual behavior). Impulsivity under positive or negative affect did not demonstrate a mediation effect on the three outcomes. Results of this study highlight the importance of assessing for emotion regulation skills when working with young adults with histories of adversity. 相似文献
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阎永哲 《宁波大学学报(教育科学版)》2021,(4):123-132
学习行为数据的来源是学习分析研究领域的重要分支之一。通过文献梳理和回顾,发现大学生在线学习行为数据分享意愿的研究有待深入。运用技术接受模型,选择网络隐私顾虑、信任、感知易用性和感知有用性为自变量,个人数据分享意愿为因变量构建了初始概念模型,并提出了相应的假设。为了检验这一概念模型,以抽样调查获取的206名商科类大学生的相关数据作为样本进行结构方程模型分析,并结合相关拟合指标对初始概念模型进行了修正。结论显示:感知易用性和网络隐私顾虑对个人数据分享意愿没有直接作用,但前者通过感知有用性和信任两个中介变量正向间接作用于个人数据分享意愿,后者通过信任作为中介变量负向间接作用于个人数据分享意愿;感知易用性对信任有较为显著的正向作用,网络隐私顾虑对信任有负向作用,但不显著;感知易用性对感知有用性有显著的正向作用。 相似文献
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为了考察感恩对助人行为的预测作用,细化感恩与负债感、快乐之间的关系研究。研究对296名大学生进行情景实验,并采用描述性统计、协方差分析技术对研究所得数据进行统计处理。研究结果发现:感恩与负债感、快乐不同,它是一种积极的、具有社会道德价值的情感特质;感恩比负债感和快乐更能正向预测助人行为等亲社会行为。 相似文献
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初中生知觉到的数学教师期望与学生数学自我概念之间存在非常显著的正相关.数学教师期望越高的学生倾向于具有良好的数学自我概念,数学教师期望越低的学生倾向于具有不良的数学自我概念.数学教师期望对学生数学自我概念产生非常重要的影响,其中教师行为比教师态度对学生数学自我概念的影响要大.数学教师期望对学生数学自我概念具有很好的预测性,可以解释学生数学自我概念61.2％的变异. 相似文献
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基于概念分析和已有研究,本研究提出理论假设:情绪应对中介乐观对积极情感、消极情感的影响。使用乐观问卷、情绪应对量表、积极情感、消极情感量表在1053名大学生中施测,运用中介效应检验来验证理论假设。结果表明:情绪加工中介乐观的转换对积极情感、消极情感的影响;乐观的积极预期和努力可以直接预测积极情感,消极预期可以直接预测消极情感;积极预期和消极预期可以直接预测情绪表达;与悲观者相比,乐观者表现出较高的情绪加工、情绪表达、积极情感水平,较低的消极情感水平。因此,结果验证了假设,乐观的转换对积极情感、消极情感的影响是通过情绪加工的中介作用。 相似文献
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情景化教学模式为学生提供情景再现的功能,帮助学生更好地理解文章内容.小学英语是学生学习初级语法的阶段,考虑到学生的智力仍处在发展阶段,对于很多抽象的语法概念难以理解,因此笔者认为情景化的教学方法在一定程度上可以帮助学生更好地完成学习任务,本文对此方法进行探讨. 相似文献
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The effects of traumatic experiences on academic relationships and expectations in justice‐involved children 
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下载免费PDF全文 Micah E. Johnson 《Psychology in the schools》2018,55(3):240-249
Positive school experiences are an important predictor of long‐term health and well‐being. Developing positive relationships with school personnel and positive academic expectations set the foundation for success. Positive relationships and expectations can be a powerful protective factor or intervention to redirect troubled children toward a more positive path. Unfortunately, children who experience trauma are more prone to academic underachievement and negative school experiences. This link is especially evident and troubling for children—also called justice‐involved children (JIC)—in the juvenile justice system. JIC are exposed to more traumatic experiences and have a higher prevalence of academic failure than other children. Despite evidence showing that (1) trauma is harmful to achievement in the general population, (2) JIC have a higher prevalence of trauma, and (3) JIC have a higher prevalence of academic underachievement and failure, only a few studies have examined traumatic experiences and achievement in JIC. The Childhood Trauma Model (CTM) submits that childhood trauma is central to understanding adolescent outcomes. CTM hypothesizes that (H‐1) JIC who experience trauma will have more academic risk factors than those who do not, and (H‐2) JIC who experience multiple types of trauma will have higher academic risks than those who experience a single type of trauma. The current study tests (1) whether 10 different types of traumatic experiences are individually associated with increased risks for fewer positive adult relationships and lower expectations of graduating from high school among JIC, and (2) whether experiencing multiple types of trauma has a larger impact than experiencing a single type of trauma. 相似文献
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目的：探讨不同自尊水平的大学生在正向、中性和负向三种从众行为实验情景中的从众情况。方法：对90名大学生被试进行自尊水平测试（SES）,并针对与实验情境有关的问题,调查被试者平时在此方面的态度和行为,然后分三组分别进行三个情境实验。结论：自尊水平对大学生从众行为有影响,且存在方向性：高自尊者易发生正向从众行为;低自尊者易发生中性和负向从众行为。 相似文献
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运用2011年对1 623个农民的调查数据,实证检验了社会互动和信任对农民购买商业养老保险意愿的影响。结果表明,农民的普遍信任水平越高,其越愿意购买商业养老保险;而社会互动对农民购买商业养老保险的意愿没有显著性影响。此外,农民年龄越大,其购买意愿越低;家庭财富多的农民更愿意购买;农民心态越开放,越愿意购买;风险偏好的农民比风险厌恶的农民更愿意购买。 相似文献
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Leo J. Brueckner 《Journal of Experimental Education》2013,81(4):320-322
Ninety-six high-achieving fourth-graders performed a memory task before which either positive or negative expectancy statements were made by an adult and after which either positive or negative feedback statements were given. The resulting dissonant or consonant expectancy-feedback combinations were delivered over a four-day period. Results indicated that for high IQ children, performance was higher for those given discrepant rather than consonant combinations of expectancy-feedback statements. However, for low IQ children, performance was higher when given negative rather than positive feedback regardless of expectancy. The results are discussed in light of an uncertainty theory of motivation and arousal. 相似文献