發(fā)布時(shí)間：2018-01-27 05:20

  本文關(guān)鍵詞： 感戴 感戴行為 虧欠感 表現(xiàn)方式　出處：《陜西師范大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：感戴為中華民族的傳統(tǒng)美德,自古就有：“滴水之恩當(dāng)涌泉相報(bào)”,“投之以桃,報(bào)之以李”,“知恩圖報(bào),善莫大焉”等名言警句,體現(xiàn)感戴在我國(guó)有悠久的傳統(tǒng),但心理學(xué)對(duì)于感戴的研究卻較少。本研究先對(duì)感戴行為的理論進(jìn)行分析,希望系統(tǒng)得研究中國(guó)人目前對(duì)于感戴行為的認(rèn)知,豐富積極心理學(xué)的理論內(nèi)涵。圍繞影響感戴行為的幾個(gè)重要因素,用實(shí)驗(yàn)法進(jìn)行實(shí)證研究。前人研究也對(duì)感戴行為的影響因素有理論的論述,認(rèn)為感戴行為受虧欠感和施恩者的期待影響,但大部分停留在理論階段,也有運(yùn)用情境實(shí)驗(yàn)區(qū)別虧欠感和感戴情緒的,但實(shí)驗(yàn)結(jié)果受到社會(huì)期許性影響大。而且以往沒(méi)有實(shí)驗(yàn)證據(jù)直接測(cè)量人們的感戴行為。本研究使用在實(shí)驗(yàn)室做游戲的實(shí)驗(yàn)方法,在一定程度上避免了社會(huì)贊許性的影響,具有現(xiàn)實(shí)意義。作為教育工作者,明確了感戴行為模式,組織相應(yīng)活動(dòng),引導(dǎo)學(xué)生辨別,表達(dá)感戴行為,還可根據(jù)感戴行為影響因素和理論,研究符合學(xué)生身心特點(diǎn)及其發(fā)展規(guī)律的感戴、感戴行為教學(xué)方案和教學(xué)目標(biāo)。讓感戴行為傳遞下去,營(yíng)造和諧的社會(huì)氛圍。 本研究使用文獻(xiàn)法、深度訪(fǎng)談法和實(shí)驗(yàn)法。首先,通過(guò)講故事讓被訪(fǎng)者對(duì)感戴行為有所了解。然后,使用訪(fǎng)談提綱探究被訪(fǎng)者感戴行為的表現(xiàn)方式。接下來(lái),設(shè)計(jì)兩個(gè)實(shí)驗(yàn)研究感戴行為的影響因素。實(shí)驗(yàn)一：隨機(jī)選取32名被試,采用兩因素被試間設(shè)計(jì),自變量一是恩惠程度,分大恩惠、小恩惠兩水平,自變量二是受恩狀況,分為受恩、不受恩兩水平。因變量為被試的感戴情緒、感戴行為。實(shí)驗(yàn)二：隨機(jī)選取36名被試,采用兩因素被試間設(shè)計(jì),自變量一為是否誘發(fā)外顯的虧欠感,兩個(gè)水平是誘發(fā)外顯虧欠感和不誘發(fā)外顯虧欠感。自變量二為是否索要回報(bào),兩個(gè)水平分別是索要回報(bào)和不索要回報(bào)。因變量為被試的虧欠感、感戴情緒和感戴行為。研究結(jié)果表明： 1.訪(fǎng)談發(fā)現(xiàn)感戴行為的表現(xiàn)方式根據(jù)載體的不同,分為無(wú)形的精神和有形的物質(zhì),無(wú)形的感戴行為主要是指給予表?yè)P(yáng),鼓勵(lì),言語(yǔ)上的褒獎(jiǎng),宣傳或者是提供更好的社會(huì)發(fā)展機(jī)會(huì)等；有形的物質(zhì)化感戴行為是指給予金錢(qián)等實(shí)物。 2.感戴行為受恩惠大小影響,隨恩惠增加感戴行為增加。得到大恩惠的被試比小恩惠的被試感戴行為更多,F(1,28)=6.60,p0.05。 3.感戴行為受受助者的虧欠感和捐助者是否向受助者索要回報(bào)的影響。虧欠感增加,感戴行為增加,誘發(fā)虧欠感的被試比未誘發(fā)虧欠感的被試感戴行為更多,F(1,28)=6.60,p0.05。被索要回報(bào)的被試比未被索要回報(bào)的被試,感戴情緒下降,感戴行為減少,F(1,28)=9.25,p0.01。
[Abstract]:Feeling is the traditional virtue of the Chinese nation. Since ancient times, there have been famous aphorisms, such as: "the love of the dripping water should be returned to the spring", "cast with the peach, return with the Li", "know the thanks and return the reward, and be kind and generous" and other famous aphorisms. There is a long tradition in our country, but there is little psychological research on the perception of wearing. The first part of this study is to analyze the theory of sensory wearing behavior, hoping to systematically study the Chinese people's current perception of perceived wearing behavior. Enrich the theoretical connotation of positive psychology. Around several important factors affecting the behavior of wearing, empirical research with the experimental method. Previous studies also have a theoretical discussion of the factors affecting the behavior of feeling and wearing. It is believed that the behavior of sensual wearing is influenced by the sense of deficiency and the expectation of the benefactor, but most of them stay in the theoretical stage, and there are some cases where the sense of deficiency and the emotion of feeling and wearing are distinguished by situational experiments. However, the experimental results are greatly affected by social expectations. And there is no experimental evidence to directly measure the behavior of people. This study uses the experimental method of playing games in the laboratory. To some extent, it avoids the influence of social approbation and has practical significance. As an educator, it clarifies the behavior pattern of feeling and wearing, organizes corresponding activities, and guides students to distinguish and express the behavior of feeling and wearing. According to the influencing factors and theories of the behavior of sensual wearing, the author can study the teaching scheme and teaching goal of the behavior of sensual wearing according to the characteristics of students' body and mind and their development law, so that the behavior of feeling and wearing can be transmitted. Create a harmonious social atmosphere. This study uses literature, in-depth interviews and experimental methods. First, through telling stories to let the interviewees have some understanding of the behavior of wearing. Then, using the interview outline to explore the expression of the behavior of the respondents. Next. Two experiments were designed to study the influencing factors of the behavior of feeling and wearing. Experiment 1: 32 subjects were randomly selected and designed between the two factors. The independent variable was the degree of favor, which was divided into two levels: big favor and small favor. The independent variable is the state of acceptance, which is divided into two levels. Dependent variable is the emotion and behavior of the subjects. Experiment 2: 36 subjects were randomly selected and designed by two factors. Independent variable one is whether to induce explicit deficit, the two levels are induced explicit deficit and do not induce explicit deficit, and independent variable two is whether to ask for a return. The two levels were asking for reward and not asking for return. Dependent variables were the subjects' sense of deficit, emotion and behavior. The results showed that: 1. According to the different carriers, the expression of the behavior of feeling and wearing is divided into invisible spirit and tangible material. The invisible behavior of feeling and wearing mainly refers to praise, encouragement and verbal praise. Publicity or providing better opportunities for social development; Tangible material sense of wearing behavior is to give money and other things. 2. The behavior of feeling and wearing is affected by the size of favor, and the behavior of feeling and wearing increases with the increase of favor. 3. The perception of wearing behavior is affected by the recipient's sense of gratitude and whether the donor demands returns from the recipient... the sense of deficit increases, and the perception of wearing behavior increases. The subjects with induced deficit were more likely to wear behavior than those who did not. The subjects who were asked for return were lower in feeling and wearing emotion than those who were not asked for return. The behavior of sensual wear was reduced by 9.25% p0.01.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B848

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