本文選題：小學(xué)生　切入點(diǎn)：正式團(tuán)體領(lǐng)導(dǎo)者　出處：《魯東大學(xué)》2013年碩士論文

【摘要】：在我們的周圍存在著各種各樣的團(tuán)體，既有正式團(tuán)體也有非正式團(tuán)體。在團(tuán)體中有一個(gè)非常重要的因素，那便是團(tuán)體的領(lǐng)導(dǎo)者。而在小學(xué)生團(tuán)體中，正式團(tuán)體領(lǐng)導(dǎo)者和非正式團(tuán)體領(lǐng)導(dǎo)者異于成年團(tuán)體領(lǐng)導(dǎo)者，同時(shí)伴隨著小學(xué)生認(rèn)知和思維能力的發(fā)展，其特征也隨之發(fā)生相應(yīng)的變化。 目前關(guān)于領(lǐng)導(dǎo)者的研究主要集中于成人團(tuán)體領(lǐng)導(dǎo)者，對(duì)于兒童團(tuán)體領(lǐng)導(dǎo)者卻鮮有涉及。本文選取某省小學(xué)的學(xué)生作為被試，從二年級(jí)一直追蹤到六年級(jí)并選取二、四、六三個(gè)年級(jí)的數(shù)據(jù)，采用班級(jí)戲劇問卷、友誼同伴關(guān)系問卷和教師評(píng)價(jià)問卷，對(duì)小學(xué)生正式團(tuán)體和非正式團(tuán)體領(lǐng)導(dǎo)者的特征進(jìn)行研究，，同時(shí)采用縱向分析的方法追蹤研究二、四、六年級(jí)團(tuán)體領(lǐng)導(dǎo)者的變化以及隨之伴隨的特征變化。本文在對(duì)正式團(tuán)體和非正式團(tuán)體領(lǐng)導(dǎo)者進(jìn)行分類時(shí)，著重注意到既是正式團(tuán)體又是非正式團(tuán)體領(lǐng)導(dǎo)者的學(xué)生，也就是本文中所提到的雙團(tuán)體領(lǐng)導(dǎo)者。在對(duì)領(lǐng)導(dǎo)者進(jìn)行特征分析的時(shí)候，我們主要是分析其社會(huì)行為和學(xué)業(yè)成績(jī)，社會(huì)行為側(cè)重于攻擊行為、退縮行為和親社會(huì)行為，目的在于通過具體直觀的數(shù)據(jù)顯示在各社會(huì)行為上，不同團(tuán)體領(lǐng)導(dǎo)者有何不同。結(jié)果表明： 1.各年級(jí)不同團(tuán)體領(lǐng)導(dǎo)者的數(shù)目并無多大差異，正式團(tuán)體領(lǐng)導(dǎo)者和非正式團(tuán)體領(lǐng)導(dǎo)者數(shù)目無顯著差異。 2.社會(huì)行為方面，在攻擊行為上，非正式團(tuán)體領(lǐng)導(dǎo)者顯著高于其他團(tuán)體領(lǐng)導(dǎo)者；在退縮行為上，團(tuán)體領(lǐng)導(dǎo)者顯著低于普通學(xué)生；在親社會(huì)行為上則雙團(tuán)體領(lǐng)導(dǎo)者顯著高于其他。而在學(xué)業(yè)成績(jī)方面，雙團(tuán)體領(lǐng)導(dǎo)者顯著高于其他。 3.在領(lǐng)導(dǎo)者變化方面，未發(fā)生變化的領(lǐng)導(dǎo)者在攻擊行為、親社會(huì)行為以及學(xué)業(yè)成績(jī)上得分均較高。而對(duì)退縮行為而言，由團(tuán)體領(lǐng)導(dǎo)者變?yōu)榉菆F(tuán)體領(lǐng)導(dǎo)者的學(xué)生得分較低。 4.在縱向研究方面，通過前后對(duì)比發(fā)現(xiàn)，普通成員變?yōu)轭I(lǐng)導(dǎo)者的攻擊行為和退縮行為有所下降，親社會(huì)行為和學(xué)業(yè)成績(jī)則有所上升，而領(lǐng)導(dǎo)者變?yōu)閰⒄粘蓡T則與之相反。
[Abstract]:There are all kinds of groups around us, both formal and informal. There is a very important factor in the group, that is, the leader of the group, and in the group of pupils, Formal group leaders and informal group leaders are different from adult group leaders. With the development of pupils' cognitive and thinking abilities, the characteristics of formal group leaders and informal group leaders change accordingly. At present, the research on leaders is mainly focused on adult group leaders, but rarely on children's group leaders. This paper selects students from a province's primary school as subjects, from second grade to sixth grade, and selects second and fourth grade. Using class drama questionnaire, friendship peer relationship questionnaire and teacher evaluation questionnaire, the characteristics of the leaders of formal and informal groups of primary school students were studied. Meanwhile, longitudinal analysis was used to track the characteristics of the leaders of the formal and informal groups. In classifying the leaders of formal and informal groups, this paper focuses on students who are leaders of both formal and informal groups. When we analyze the characteristics of leaders, we mainly analyze their social behavior and academic achievements, social behavior focuses on aggressive behavior, withdrawal behavior and pro-social behavior. The aim is to show, through specific and intuitive data, how leaders of different groups differ in terms of social behaviour. The results show that:. 1. There was no significant difference in the number of group leaders between different grades, but there was no significant difference between formal group leaders and informal group leaders. 2. In terms of social behavior, informal group leaders are significantly higher than other group leaders in aggressive behavior, and group leaders are significantly lower than ordinary students in withdrawal behavior; In terms of prosocial behavior, double group leaders were significantly higher than others, while in academic performance, double group leaders were significantly higher than others. 3. In the aspect of leader change, the leaders who had not changed scored higher in aggressive behavior, pro-social behavior and academic achievement, but students who changed from group leaders to non-group leaders scored lower for withdrawal behavior. 4. In the aspect of longitudinal research, it was found that the behavior of aggression and withdrawal of ordinary members into leaders decreased, while the behavior of prosocial behavior and academic achievement increased, while the leader turned into reference members.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G444;G625.5

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