【摘要】：反事實思維是人類獨特的認(rèn)知活動,它與個體的心理健康有密切的關(guān)系。本研究綜合分析現(xiàn)有的文獻(xiàn),發(fā)現(xiàn)研究主要以幼兒、青少年和老人為對象,對于不同職業(yè)群體的反事實思維研究較少。近年來,社會各界對教師的心理健康越發(fā)關(guān)注,而了解這一群體的反事實思維特點及其與行為意向的關(guān)系,對維護(hù)教師心理健康有著重要的意義。因此,本研究以小學(xué)教師為研究對象,采用故事情境法、自我報告法和實驗法考察小學(xué)教師反事實思維及其與行為意向的關(guān)系。通過對研究結(jié)果的分析,本研究得到以下結(jié)論： (1)小學(xué)教師在不同性質(zhì)事件中產(chǎn)生反事實思維的總數(shù)相當(dāng),但不同類型的反事實思維數(shù)量有所差異,在負(fù)性事件中產(chǎn)生的上行反事實思維多于正性事件,而在正性事件中產(chǎn)生的下行反事實思維數(shù)量多于負(fù)性事件。 (2)小學(xué)教師產(chǎn)生的反事實思維類型受事件性質(zhì)影響顯著。正性質(zhì)事件中,小學(xué)教師產(chǎn)生的下行反事實思維多于上行反事實思維,而在負(fù)性事件中則相反。 (3)總體來說,小學(xué)教師在非自發(fā)情況下比自發(fā)情況更易產(chǎn)生反事實思維。 (4)在研究事件性質(zhì)和引發(fā)方式對小學(xué)教師反事實思維的影響上,故事情境法和自我報告法結(jié)論較一致,但對于同一性質(zhì)事件中產(chǎn)生的反事實思維類型的研究,兩種方法存在不一致性。 (5)在負(fù)性事件發(fā)生后,采用上行反事實思維的小學(xué)教師比采用下行反事實思維、常規(guī)思維和被干擾的思維的小學(xué)教師在行為意向判斷上的反應(yīng)時顯著更短,小學(xué)教師的上行反事實思維具有行為促進(jìn)效應(yīng)。
[Abstract]:Counterfactual thinking is a unique cognitive activity of human beings, which is closely related to individual mental health. Based on the comprehensive analysis of the existing literature, it is found that the study mainly focuses on young children, adolescents and the elderly, and that there are few researches on counterfactual thinking of different occupational groups. In recent years, more and more attention has been paid to the mental health of teachers, and it is of great significance to understand the counter-factual thinking characteristics of this group and its relationship with behavioral intention to maintain the mental health of teachers. Therefore, this study takes primary school teachers as the research object, uses the story situation method, the self-report method and the experimental method to investigate the primary school teachers' counterfactual thinking and the relationship between the counterfactual thinking and the behavior intention. Based on the analysis of the results of this study, the following conclusions are drawn: (1) the total number of counter-factual thinking produced by primary school teachers in different nature events is the same, but the number of different types of counter-factual thinking is different. In negative events, there is more uplink counterfactual thinking than in positive events. However, the number of negative thinking in positive events is more than that in negative ones. (2) the types of counterfactual thinking produced by primary school teachers are significantly affected by the nature of events. In positive events, primary school teachers produce more downlink counterfactual thinking than uplink counterfactual thinking, while in negative events, it is the opposite. (3) generally speaking, Primary school teachers are more likely to produce counterfactual thinking in non-spontaneous situations than in spontaneous situations. (4) in the study of the influence of the nature of events and the way of initiation on the counter-factual thinking of primary school teachers, the conclusion of the story context method and the self-report method is consistent. However, there is inconsistency between the two methods in the study of the types of counterfactual thinking in the same nature of events. (5) after the negative events occur, the primary school teachers who adopt the uplink counterfactual thinking are more likely to adopt the downlink counterfactual thinking than to adopt the downlink counterfactual thinking. The reaction time of normal thinking and disturbed thinking primary school teachers on behavior intention judgment is significantly shorter, primary school teachers' uplink counterfactual thinking has behavioral promotion effect.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842.5

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