【摘要】：小學(xué)生受思維發(fā)展的限制，很難直接的獲得有關(guān)自我的信息，往往通過(guò)與他人的比較來(lái)對(duì)自己的能力、行為作出評(píng)價(jià)。班杜拉的社會(huì)認(rèn)知學(xué)習(xí)理論認(rèn)為兒童通過(guò)觀察他們生活中重要人物的行為而習(xí)得社會(huì)行為，他們的日常觀察通常以心理表象或其他符號(hào)表征的形式儲(chǔ)存在大腦中，來(lái)幫助他們模仿行為；社會(huì)比較的同化效應(yīng)理論也認(rèn)為傾向于向上比較的人會(huì)表現(xiàn)得更加積極向上，而傾向于向下比較的人會(huì)產(chǎn)生更多的自我貶低。從一定意義上說(shuō)，小學(xué)生的社會(huì)比較直接影響著他們的自我評(píng)價(jià)。 本研究目的是通過(guò)積極取向的團(tuán)體輔導(dǎo)對(duì)社會(huì)比較傾向不良的學(xué)生進(jìn)行干預(yù)，試圖矯正他們的向下比較傾向，改善自我貶低狀況。本研究分兩部分，研究一為調(diào)查小學(xué)生的社會(huì)比較特點(diǎn)，對(duì)135名小學(xué)生進(jìn)行了問(wèn)卷調(diào)查，考察小學(xué)生的社會(huì)比較在性別和年級(jí)上是否存在差異；研究二為團(tuán)體輔導(dǎo)干預(yù)實(shí)驗(yàn)，基于積極心理學(xué)的理念自編一套不良社會(huì)比較傾向的團(tuán)體輔導(dǎo)方案，選取24名被試，分為實(shí)驗(yàn)組和對(duì)照組，對(duì)實(shí)驗(yàn)組的12名被試進(jìn)行為期2個(gè)月的干預(yù)，對(duì)照組不施加任何實(shí)驗(yàn)處理，團(tuán)體輔導(dǎo)結(jié)束后對(duì)實(shí)驗(yàn)對(duì)象進(jìn)行后測(cè)，檢驗(yàn)團(tuán)體輔導(dǎo)是否有效，在團(tuán)體輔導(dǎo)結(jié)束2個(gè)月后對(duì)實(shí)驗(yàn)組和對(duì)照組成員的日常學(xué)習(xí)生活進(jìn)行觀察，并對(duì)其班主任或任課教師進(jìn)行了追蹤訪談。 研究得出以下結(jié)論： (1)從整體來(lái)看，，小學(xué)生喜歡與他人作比較，而且在與他人比較后很難保持心情平靜，但總體狀況良好，整個(gè)群體是積極向上的，他們比較的目的也是為了自我提高，都較少采用向下比較的方式。 (2)積極取向的團(tuán)體輔導(dǎo)對(duì)于矯正小學(xué)生的不良社會(huì)比較傾向是有效的。 (3)積極取向的團(tuán)體輔導(dǎo)在改善小學(xué)生不良社會(huì)比較傾向上有穩(wěn)定性。
[Abstract]:Pupils are limited by the development of thinking, and it is difficult to obtain information about themselves directly, often through the comparison with others to evaluate their abilities and behaviors. Bandura's social cognitive learning theory holds that children learn social behavior by observing the behavior of important people in their lives, and their daily observations are usually stored in the brain in the form of psychological or other symbolic representations to help them to imitate behavior; The assimilation effect theory of the social comparison also thinks that the person who is inclined to the upward comparison will appear more positive, and the person who is inclined to the downward comparison can generate more self-derogatory. In some sense, the social comparison of primary school students directly affects their self-evaluation. The purpose of this study was to try to correct their downward trend and to improve their self-bellivity through the intervention of active-oriented groups on students with poor social preference. This study is divided into two parts, one is to investigate the social comparative characteristics of primary school students, and to investigate the differences in the sex and grade of the primary school students. Based on the concept of positive psychology, a group counseling program was developed, which was divided into experimental group and control group, and 12 of the experimental groups were tested for 2 months. The control group did not apply any experiment. After the end of the group's tutoring, the test object was tested and the group guidance was verified to be valid. The day-to-day study life of the experimental group and the control group was observed after the end of the group counseling for 2 months, and a follow-up visit was conducted to the head teacher or the teacher of the control group. to talk about. The study draws (1) From the whole point of view, the primary school students like to compare with others, and it is difficult to keep the mood calm after being compared with others, but the whole group is in good condition, and the whole group is positive, and the purpose of the comparison is also to I've got a little self-improvement, and it's a little bit down. the way of comparison. (2) The active-oriented group counseling is to correct the poor social ratio of primary school students The tendency is to be effective. (3) The active-oriented group counseling is to improve the poor society of primary school students
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G625.5;G448

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