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宽恕是现代社会进步的标志之一,大学生的宽恕水平对社会的影响极大。本研究采用Hearland宽恕量表、自尊量表、一般自我效能感量表和艾森克人格问卷等研究工具对江西省480名学生进行测查。统计结果显示,大学生宽恕心理在性别、年级、是否独生、是否道歉、道歉的接受程度及是否得到安慰等因素上存在显著差异,宽恕与自我效能感、自尊、内外向呈显著正相关,宽恕与精神质、神经质呈显著负相关,神经质和精神质对宽恕有负向预测力,自尊对宽恕有正向预测力。大学生的性别、年级、是否独生、是否道歉、道歉的接受程度及是否得到安慰、自我效能感、自尊、人格等均会影响其宽恕水平。 相似文献
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《兰州教育学院学报》2019,(10):164-166
为了探讨大学生羞怯与交往焦虑的关系,进一步验证自尊在羞怯与交往焦虑之间的中介作用,本文采用羞怯量表、交往焦虑量表和自尊量表对227名大学生进行了调查研究。研究结果显示:大学生羞怯、交往焦虑和自尊呈现显著的两两相关;自尊与羞怯呈显著负相关,与交往焦虑也呈显著负相关,羞怯与交往焦虑呈显著正相关;自尊在羞怯与交往焦虑之间起着中介作用。 相似文献
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徐晓娟 《济南职业学院学报》2009,(5):37-40
本研究采用《宽恕倾向量表》和《多维一多向归因量表》,分析了大学生宽恕行为与归因之间的关系。结果显示,理科生的宽恕水平与人际能力失败、人际运气成功、人际外部归因的相关性很大,理科生的人际归因和宽恕水平呈负相关。人际归因和宽恕水平在文科生中不相关。 相似文献
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徐晓娟 《张家口职业技术学院学报》2009,22(4):31-34
为了解男、女大学生宽恕行为及相关影响因素的差异,为大学生心理健康教育提供依据,通过采用《宽恕倾向量表》、《自尊量表》、《多维——多向归因量表》、《艾克森人格问卷》和《症状自评量表》分析男、女大学生宽恕行为及相关影响因素的差异。总体上来说,男生的宽恕水平受到自尊、情绪性以及人际失败三个因素的影响;女生的宽恕水平受到自尊、情绪性、外内向以及偏执四个方面的因素影响。 相似文献
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洪幼娟 《中国教育发展研究杂志》2009,6(5)
目的：探讨大学生个体自尊、集体自尊与行为抑制的关系。方法：采用个体自尊量表、集体自尊量表、行为抑制量表对271名大学生进行测查。结果：①个体自尊与行为抑制及其三个维度：求助、支配、自信心呈显著负相关。②集体自尊与求助抑制、自信心抑制、亲密关系抑制存在显著负相关;与拒绝抑制、疏远抑制呈显著正相关。结论：个体自尊与集体自尊表现出不同维度的行为抑制。 相似文献
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本文主要了解流动儿童的父母教养方式、自尊及二者相关程度,为父母教养子女提供有效依据和指导。采用父母养育方式评价量表(EMBU)和自尊量表(SES),对某流动人口子女学校36年级的262名流动儿童进行调查研究。结果表明:不同性别、年级与是否是独生子女之间的自尊水平不存在显著差异;不同年级与性别之间的父母教养方式存在显著差异;自尊水平与情感温暖、理解呈显著正相关,与惩罚、严厉、拒绝、否认呈显著负相关,偏爱与自尊呈正相关。流动儿童自尊与父母教养方式存在显著相关,父母应该重视儿童的自尊需要,采取积极的教养方式关注和支持孩子。 相似文献
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对924名中小学生进行问卷调查,考查心理控制源,自我交通感和自尊对羞耻感的影响。结果表明：（1）羞耻感与自我效能感、自尊呈显著负相关,与心理控制源呈正相关,心理控制源与自我效能感、自尊呈负相关,自我效能感与自尊呈正相关;（2）自尊对羞耻感与心理控制源、自我效能感之间关系具有部分中介作用;（3）自我效能感对心理控制源和自尊、羞耻感之间关系具有部分中介作用;（4）高、低自尊组的结构方程模型之间存在显著差异。在全模型的基础上,高自尊组少了心理控制源到自尊的路径,而低自尊组少了心理控制源到自我效能的路径,说明心理控制源对自尊、自我效能感的影响会受到自尊水平的调节。 相似文献
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目的:通过对河西学院200名大学生的问卷调查和内隐联想测验,探讨当前大学生抑郁心理和自尊的关系。统计结果表明:外显自尊和内隐自尊具有相对独立性;不同性别的大学生在抑郁、自尊水平上存在显著差异;大学生的抑郁与外显自尊呈显著负相关,与内隐自尊相关不显著。 相似文献
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通过对江苏省连云港市三所和宿迁市两所五年制高职院校463名“留守学生”自尊、孤独感及人际交往焦虑的测量,采用描述统计、方差分析、t检验、回归分析、中介效应检验等,结果表明,留守学生孤独感程度较高,人际交往焦虑程度较为严重;在自尊、人际焦虑上城镇与农村呈非常显著差异;留守学生的自尊与孤独感呈负相关关系,自尊与人际交往焦虑呈负相关关系,孤独感与人际交往焦虑呈正相关关系;孤独感在自尊和人际交往焦虑之间起完全中介作用,中介效应绝对值ab为0.223,中介效应占总效应的比例(ab/c)为80.21%。 相似文献
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宽恕是积极心理学的研究主题。本文阐述了宽恕在中西方的发展,不同的定义,宽恕的类型、发展和任务—阶段等三种模型,宽恕的问卷法、叙事法和实验法等三种研究方法,宽恕的发生受到冒犯者、冒犯事件、受害者等因素影响,并提出了研究方法需创新、研究群体需广泛、研究量表需完善、关系研究需拓宽、提高宽恕水平的研究需加大等五点展望。 相似文献
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Gregory D. Paul 《Communication quarterly》2013,61(3):424-444
Previous research on forgiveness has taken place with little accounting for contextual influence, assuming a rather universal definition and practice across different contexts. Using discourse analysis, this study explores the social construction of forgiveness in media texts by comparing discussions of Amish and English forgiveness. The results of this study problematize a singular, uniform notion of forgiveness, instead framing it as a contextually bounded, discursive phenomenon. This study suggests that an alternative approach to studying forgiveness can shed light on otherwise overlooked dimensions of the forgiveness process. 相似文献
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《Journal of moral education》2012,41(2):237-253
Forgiveness education has demonstrated psychological, social and academic benefits; however, it has not been discussed as a means of promoting character development for children and adolescents. In this paper, we discuss forgiveness as a moral concept and explain how forgiveness can contribute to current discussions of character education. After reviewing relevant literature we describe how a forgiveness programme can be an effective form of character education and attempt to clarify the contributions the forgiveness literature can make to the field of character education. We argue that forgiveness provides those interested in character development with a programme that can enhance educational initiatives and advance the character education research agenda. 相似文献
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Suzanne Freedman 《Journal of moral education》2018,47(4):415-431
An educational intervention using forgiveness as the goal was implemented with 10 at-risk adolescents attending an alternative school in a Midwestern city. The adolescents ranged in age from 15 to 19 years of age. A randomized experimental and active control group pre- and post-test design was used. Twenty-one participants were randomly assigned to either the experimental group (forgiveness education class) or the control group (personal communications class). Classes met daily for 31 sessions for approximately 23 hours of education. Enright’s process model of forgiveness was used as the focus of the intervention. Dependent variables included forgiveness, self-esteem, hope, depression, and state-trait anxiety scales. After the education, the experimental group gained more than the control group in forgiveness and hope, and decreased significantly more than the control group in anxiety and depression. Verbal reports from the experimental participants following the education also illustrate the positive impact forgiveness had on the students. 相似文献
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We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders (n?=?132) in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between the perspective-taking conditions; however, all three groups improved on both forgiveness and prejudice. We also found the pattern of outcomes was different for the African American participants than for the European American participants. Implications for research and education are discussed. 相似文献
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以甘肃省农村某教会为例,对基督徒的宗教信念和宗教体验进行了调查,结果表明：基督徒宗教信念的四个维度中,内部宗教信念最强烈,自我谦卑和对他人的宽恕与之高相关;基督徒的日常宗教体验较频繁,且在日常生活中占有重要的位置,是日常生活的意义体系;基督徒的宗教卷入及信念与日常宗教体验之间有显著的正相关,日常宗教体验对宗教卷入与信念有一定的预测力。 相似文献
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Mate value discrepancy (MVD), the perceived difference in resource value between self and partner in romantic relationships, may impact both forgiveness and jealousy. One hundred seventy-nine participants rated their own and their partner's mate value, and self-reported forgiveness and jealousy. MVD was associated with forgiveness in romantic relationships in that the higher the value of one's mate in relation to self, the more likely an individual would forgive that partner's transgression. Similarly, MVD played a role with jealousy in that the higher the value of the partner, the more likely an individual experienced jealousy. Additionally, individuals were more likely to forgive transgressions when their partners had higher mate values than theirs, even when jealousy is experienced. 相似文献
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《Journal of moral education》2012,41(1):75-86
This article compares Enright's cognitive-developmental model of forgiveness (Enright et al., 1989, 1991, 1992, 1994) with a model of forgiveness based on communication between the wronged and the wrongdoer. While unilateral forgiveness is unconditional and is a process which happens wholly within the person who has suffered an injustice, negotiated forgiveness requires of the wrongdoer (1) confession; (2) ownership; and (3) repentance for their actions. Unilateral forgiveness is built upon the principle of identity; in contrast, negotiated forgiveness begins with, and extends Piaget's principle of ideal reciprocity. Enright's highest stage of forgiveness reasoning is one in which considerations of social context are transcended; in the model of negotiated forgiveness, such understanding of context is central. Whereas unilateral forgiveness is a wholly intraindividual phenomenon, negotiated forgiveness is quintessentially social and dynamic. Using the example of truth and reconciliation commissions, the article examines the implications for the relationship between justice and forgiveness, according to each model. 相似文献
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This study investigated whether gratitude and forgiveness contribute to subjective well-being (life satisfaction, positive affect, and negative affect) above the contribution of the three orientations to happiness in a sample of 143 Hong Kong Chinese teachers. Gratitude and forgiveness correlated substantially and significantly with each other, with the meaningful-life orientation, and with subjective well-being. They explained a substantial amount of variance in the prediction of subjective well-being above orientations to happiness. These findings and the notable contribution of forgiveness to negative affect were discussed in the context of developing effective positive interventions for enhancement of subjective well-being among teachers. 相似文献
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JAROS&#x;AW HOROWSKI 《Journal of Philosophy of Education》2021,55(1):126-142
The analyses undertaken in this article refer to the harm experienced in close relationships, where the lack of forgiveness and the breakdown in the relationship can be a source of additional suffering for the victim. Referring to the discussion conducted in the Journal of Philosophy of Education in the years 2002–2003, I assume that one of the most difficult challenges for the injured individual is to determine whether change made by the perpetrator of evil encourages the individual to trust the perpetrator or whether forgiveness can actually be understood as consent to further harm. Another challenge is that the injured person must make a decision about forgiveness when s/he perceives change in the perpetrator if lack of forgiveness is not to become the cause of a definitive breakdown in the relationship. I propose the thesis that a person—by reference to acts of self‐forgiveness—can learn to identify the moment when forgiveness is possible and necessary. After explaining what self‐forgiveness is, what act it relates to and what its moral value is, I show how self‐forgiveness and reflection on the process of self‐forgiveness can benefit education for forgiveness of another person. 相似文献