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1.
Robert Thornberg 《教育心理学》2010,30(5):583-603
This study investigated 202 elementary school children’s judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school‐rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social‐cognitive domain theory research on children’s socio‐moral reasoning. 相似文献
2.
董红亚 《浙江教育学院学报》2007,(4):94-99
当前社会礼仪的缺失及重要性正逐渐被认识,要借鉴传统礼文化以矫正这一现象,首先得厘清古之礼仪和现代礼仪的关系。传统礼仪文化在历史中占据着十分重要的地位,从道德发生机制来看,是因为礼仪教育所具有的含德性、生活性、实践性、动态性和社会角色的承载性。这种教育特点和当下正在探索的生活德育有着很好的切合,从而架起了传统文化通向现代的桥梁,可以把礼仪作为生活德育实践的一个重要途径和内容。 相似文献
3.
Gender Labels and Play Styles: Their Relative Contribution to Children's Selection of Playmates 总被引：2，自引：0，他引：2
The relative contribution of gender labels and play styles (masculine or feminine) in playmate selection was evaluated in 60 children between the ages of 4 and 8 years using a novel interview measure. In the interview, when targets' gender labels and targets' play styles were presented as independent dimensions, children showed predicted sex differences in preferences for gender labels and for play styles (including toys, rough-and-tumble play, and activity level). However, when targets' gender labels and targets' play styles were presented as competing dimensions, boys of all ages chose female targets with masculine play styles over male targets with feminine play styles. In contrast, younger girls (4–5-year-olds) chose female targets with masculine play styles, whereas older girls (6–8-year-olds) chose male targets with feminine play styles. This suggests possible sex differences in the contribution of gender labels and of play styles in the development of children's preferences for same-sexed playmates. 相似文献
4.
Jennifer Nepper Fiebig 《High Ability Studies》2008,19(1):67-81
This study assessed 43 gifted adolescent females in the United States and Germany over a 4‐year period. Initially the girls were assessed during their 7th or 8th grade and again for this current study during their 11th or 12th grade. Factors that were examined included the daughters' attachment to and psychological separation from their mothers, while the study also focused on their gender roles, instrumental (masculine) characteristics, and career aspirations. Results showed that within 4 years, these gifted girls had grown less attached, but at the same time had become psychologically closer to their mothers. Additionally, the German girls became more masculine in their characteristics while the Americans became more feminine. All of the girls developed more traditional gender roles and their desires of attaining leadership or expert roles within their future careers diminished. 相似文献
5.
This study examined discrepancies between 4- and 7-year-olds’ (n = 135; Mage = 5.65) self-reported affect following hypothetical moral versus social-conventional transgressions and their associations with teacher-rated physical and relational aggression concurrently and 9-months later. Negative emotion ratings in response to prototypical moral transgressions were not associated with children's aggression. When transgressions were described as no longer prohibited by rules and authority figures, children reporting more negative affect in response to moral as compared to conventional violations were less physically aggressive at Wave 1 and showed relative and mean-level declines in physical aggression over time. Relational aggression was not associated with self-reported emotions. Findings indicate the importance of distinguishing between types of transgressions and forms of aggression in studying moral emotions. 相似文献
6.
Maria Silvia Barbieri Michela Griguolo 《European Journal of Psychology of Education - EJPE》1993,8(2):105-117
The aim of this experiment was to know whether the same transgressions were judged of different seriousness depending on their context of occurrence, and whether subjects’ judgements varied according to age. Sixty subjects participated in the experiment, 20 4-year-olds, 20 8-year-olds, and 20 adults. Four cases of transgression of social conventional rules were examined. Each transgression occurred in four contexts. Subjects compared the contexts of each transgression in pairs in all combinations. For each age group, data were analyzed by means of Kruskal’s scaling in order to rank the contexts of each transgression, and by means of correspondence analysis to relate transgressions and contexts with each other. Results show that children of both ages are quite consistent in their ranking of contexts. They differ from adults who, instead, consider transgressions to be more context-specific. Results are discussed for their theoretical value and in relation to the concept of context. 相似文献
7.
对福建省民办高校大学生的性别角色与社会适应水平的关系进行研究,结果发现不同的性别角色导致大学生的社会适应能力表现出显著差异。在四种性别角色类型中,男性化和双性化的社会适应能力比女性化和未分化更高,而社会适应能力最好的性别角色是男性化,其次为双性化,未分化的社会适应能力一般,而女性化的社会适应能力最差。这一结果和前期大部分研究支持双性化是理想型性别角色的观点稍有不同。福建省三所民办高校大学生中普遍表现出社会适应性一般。 相似文献
8.
This study examined 307 elementary school children’s judgements and reasoning about bullying and other repeated transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, children judged bullying (repeated moral transgressions) as wrong independently of rules and as more wrong than all the other repeated transgressions. They justified their judgement in terms of harm that the actions caused. Moreover, whereas children tended to judge repeated structuring transgressions as wrong independently of rules (but to a lesser degree than when they evaluated bullying) and justified their judgements in terms of the disruptive, obstructive or disturbing effects that the actions caused, they tended to accept repeated etiquette transgressions by arguing that the acts had no negative effects or simply that the rule had been removed. The findings confirm as well as extend previous social-cognitive domain research on children’s socio-moral reasoning. 相似文献
9.
刘电芝 《西南师范大学学报(人文社会科学版)》2009,(6):1-4
性别角色是后天形成的社会性别,不仅影响到个体的成长,也关系到民族人格特征和素质的发展。近十年来我国青少年性别角色发生了严重偏移,与性别一致的传统类型男性化和女性化大量减少,而男性正性特质和女性正性特质都弱的未分化类型则急剧增加。男性正性特质和女性正性特质都高的双性化是我国性别角色的理想类型,男性化特质则在双性化特质中起主导作用。在针对偏移现状及原因分析基础上,提出了针对性的引领对策：（1）在性别角色的认识和宣传上需大力纠偏;（2）大力进行未分化的预防教育和干预教育;（3）全面开展理想化类别的双性化特质塑造教育;（4）加强体育活动,增强男性特质。 相似文献
10.
Black Adolescent Males: Intersections Among Their Gender Role Identity and Racial Identity and Associations With Self‐Concept (Global and School) 
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下载免费PDF全文 Tamara R. Buckley 《Child development》2018,89(4):e311-e322
Intersectional approaches for understanding identity have gained momentum in the social sciences. Black adolescent males are often perceived as threatening, underachieving, and hypermasculine, which is reinforced through media outlets and psychological research that portray them as a monolith rather than a heterogeneous group with multiple intersecting identities. This cross‐sectional study of 70 Black adolescent males between 14 and 18 years old simultaneously explores their race and gender identities and associations with self‐concept (global and school). Results demonstrated that participants reported a combination of feminine and masculine gender roles, rather than hypermasculine. A canonical correlation analysis found that Black racial identity attitudes (RIAS‐L) and gender roles simultaneously contributed to significant relationships with total and school self‐concept. Study limitations and future directions for research and practice are discussed. 相似文献
11.
高校社交礼仪课程的教学实践与改进策略 总被引：1，自引：0，他引：1
礼仪是文明公民的必备素质和社会关系的粘合剂,加强礼仪教育是构建和谐社会的基本要求。在高等院校开设礼仪课是德育的基础任务,也是行为教育的重要内容。高校礼仪课程应该整合古今中外的文明成果,从了解学生需要入手,采取系统介绍与专业特点相结合、传统与现代相结合、理论与实践相结合的方法,精选出一些最普遍、最适用的礼仪规范和习俗来对学生进行教育,使学生在思想上和行为上受到熏陶和训练,真正将礼仪知识内化为自身的素质。 相似文献
12.
Preschoolers' ( N = 112) judgments about hypothetical and actual moral and conventional transgressions were examined. Equal numbers of boys and girls at 2 ages (3 and 4 years old) either made judgments about 8 hypothetical moral and conventional transgressions or were interviewed on the same dimensions about 8 naturally occurring moral and conventional transgressions they witnessed in their preschools. Children judged both hypothetical and actual moral transgressions to be more serious, punishable, generalizably wrong, and independent of rules and authority than conventional transgressions. Regardless of domain, hypothetical transgressions were judged to be more wrong independent of rules than actual transgressions, and hypothetical (but not actual) moral transgressions were judged to be more independent of rules than conventional transgressions. 3-year-old girls judged the wrongness of actual moral transgressions to be more independent of authority than did 3-year-old boys. Similar findings were obtained when hypothetical and actual transgressions were matched, and domain differences were still obtained when individual items were examined. Findings are discussed in terms of previous research on preschoolers' conceptions of rules and transgressions. 相似文献
13.
The present study revealed that gender identity involved the integration of various gender identity factors as suggested by
Spence (1993) and that career-decision-situation-specified personality variables could be classified into higher order personality
trait dimensions as suggested by Tellegen (1985). The results also indicate that the pattern of the relationships found in
this study among masculine personality traits, feminine personality traits, and careerdecision-situation-specified personality
variables reflecting higher-order personality trait dimensions of Tellegen’s (1985) model was similar to that of the relationships
among masculine personality traits, feminine personality traits, and general personality traits reflecting higher-order personality
trait dimensions in Lubinsky, Tellegen, and Butcher’s (1981, 1983) studies. Multiple regression analyses showed that the addition
of a gender identity role attitude factor and a gender identity behavioral interest factor to sex and a gender identity personality
trait factor did not improve significantly the prediction of the career-decision-situation-specified personality variables. 相似文献
14.
Preschool ( M age = 4–11) and fifth-grade ( M age = 12–1) children and their mothers judged the acceptability of corporal punishment as a function of the type of transgression (dangerous, violation of social rule, or violation of moral precept) and discipline agent. Children of both ages and their mothers discriminated among different types of transgressions as a function of rule contingency, rule generalizability, and seriousness of the transgression. Social convention transgressions were judged to be more rule contingent, less generalizable (across settings), and less serious than prudential (dangerous) or moral violations, but overall children judged transgressions to be more generalizable than did their mothers. Preschool children showed broad acceptability for severe corporal punishment given any type of transgression, by any agent, whereas fifth graders were generally discriminating about limits of punishability, and their judgments appeared to be transitional between the broad acceptance shown by younger children and more focused acceptability shown by mothers. Mothers were proprietary with respect to agent and tended to focus on dangerous and moral violations as punishable. Findings suggest a developmental path from a single criterion for young children to consideration of multiple criteria for older children and adults. Judgments were also interpreted as reflecting social roles such as parents' responsibility to constrain children and children's expectations for constraint. Preschool children's broad acceptability of punishment despite their differentiation of classes of rules and of transgressions suggests that different constraints operate for judgments about rules or commands as opposed to sanctions. Implications for children's ability to identify and report abuse are also noted. 相似文献
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16.
英语中的性别歧视及应对策略 总被引：1，自引：0，他引：1
徐霖 《沈阳教育学院学报》2009,11(2):46-48
阐述了英语中的性别歧视现象及存在的原因。从词汇、构词和词组结构,同一概念的阴阳性词汇表达,谚语、习语及文学作品中对于男女性别的看法,以及男女社交用语差异的角度分析了英语中性别歧视现象的表现,指出语言中的性别歧视现象主要受社会和经济、文化偏见和传统观念以及政治活动的影响。针对这一现象,提出了几点切实可行的应对策略。 相似文献
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18.
A large literature has shown that children's beliefs and aspirations about occupations reflect cultural gender stereotypes. One channel that may create or sustain occupational stereotypes is language. Two studies were designed to examine whether children interpret occupational titles as gender specific or gender neutral. In Study 1, children (6- to 11-year-olds, N = 64) were asked directly if various job titles could be used for both men and women doing the job. In Study 2, children (6- to 10-year-olds, N = 51) were shown pictures of men and women engaged in job activities and asked which one(s) showed someone who could be called a(n)__. Titles were linguistically unmarked for gender (e.g., doctor), strongly marked (e.g., policeman), or weakly marked (e.g., postmaster). Marked titles were given in masculine and feminine forms. Findings reinforced past work showing that marked titles are exclusionary, revealed that some children harbor confusions about even unmarked titles, and demonstrated the mediating role of individual differences in attitudes. Implications for the changing lexicon and for educational programs are discussed. 相似文献
19.
在《我的安东妮亚》中,薇拉·凯瑟通过创新传统叙事方式,不仅避开与传统文化和价值观之间的正面冲突,还利用吉姆的男性视角和莉娜的女性声音实现对自我的完整书写。凯瑟独具一格的双性自我书写与其特殊的性别角色意识和非凡的性别转换能力有一定的关联。 相似文献
20.
Estelle Michinov Nicolas Michinov Pascal Huguet 《European Journal of Psychology of Education - EJPE》2009,24(2):155-168
This experiment was designed to examine the effects of gender role and task content on performance in learning dyads and to
test the potential mediator effect of an intragroup process related to transactive memory. A total of 44 same-gender dyads
participated in the study and were asked to collaborate on a stereotypically masculine or feminine task in a laboratory setting.
Collective performance and transactive memory were measured. As predicted, the results showed an interaction between group
gender and task content on group performance, with male dyads showing poorer performance on a masculine task than female dyads.
However, contrary to expectations, this moderation effect was not mediated by transactive memory, which appeared as a simple
mediator of the relationship between group gender and performance. The results are discussed in the framework of the social
role theory, and implications for future research in small learning groups are proposed. 相似文献