共查询到19条相似文献，搜索用时 125 毫秒
1.
加强儿童移情训练,促进儿童亲社会行为发展 总被引：1，自引：0，他引：1
杨兴鹏 《黄石理工学院学报(人文社科版)》2006,23(1):67-70,81
亲社会行为是儿童社会性发展的重要方面，儿童移情能力的发展对提高亲社会行为的发展起着重要的促进作用。因此，我们有必要掌握儿童移情能力的发展过程，对儿童进行恰当的移情训练提高他们的移情能力，从而促进其亲社会行为的发展。 相似文献
2.
廖策权 《四川职业技术学院学报》1998,(3)
自本世纪六十年代以来,亲社会行为的成为心理学的一个重要研究课题。心理学的众多研究成果表明:移情是亲社会行为的重要促动因素,是亲社会行为重要动机源;移情对亲社会行为的影响是按“移情——同情——亲社会行为”这一模式进行的。 相似文献
3.
廖策权 《川北教育学院学报》1998,8(3):19-21,56
自本世纪六十年代以来,亲社会行为的成为心理学的一个重要研究课题。心理学的众多研究成果表明：移情是亲社会行为的重要促动因素,是亲社会行为重要动机源;移情对亲社会行为的影响是按“移情——同情——亲社会行为”这一模式进行的。 相似文献
4.
亲社会行为是个体社会化过程中的重要行为,也是个体社会化发展的一个重要指标。儿童亲社会行为受内部因素、外部情境和被帮助者特征三个方面交互作用的影响。本文着重探讨儿童亲社会行为的内部阻抗因素,并在此基础上提出干预策略,旨在为儿童亲社会行为的培养提供理论依据,从而提高其教育的有效性。 相似文献
5.
亲社会行为是个体社会化过程中的重要行为,也是个体社会化发展的一个重要指标.儿童亲社会行为受内部因素、外部情境和被帮助者特征三个方面交互作用的影响.本文着重探讨儿童亲社会行为的内部阻抗因素,并在此基础上提出干预策略,旨在为儿童亲社会行为的培养提供理论依据,从而提高其教育的有效性. 相似文献
6.
儿童亲社会行为研究综述 总被引：1，自引：0，他引：1
盖妮娜 《黑龙江教育学院学报》2008,27(10):83-85
亲社会行为是指有益他人与社会的行为,其发展水平是儿童社会化的一个重要组成部分,具有重要的意义。通过对儿童亲社会行为的发展状况、影响因素及其培养等问题的研究,希望能够对儿童亲社会行为的发展与培养提供一些参考。 相似文献
7.
张丽丽 《潍坊教育学院学报》2007,20(4):69-71
亲社会行为是个体社会化过程中的重要行为,它作为一种普遍的社会现象,已引起发展心理学家和社会心理学家的重视,成为心理学研究领域中的一个重要课题。探讨儿童亲社会行为的涵义、影响因素及培养途径,促进儿童亲社会行为的发展,将有助于儿童更好地适应社会,为儿童的终生发展奠定基础。 相似文献
8.
对于移情与亲社会行为的一般研究,可以追溯到十八世纪中期,移情被认为是一种使社会生活成为可能的基本人际关联结构。而对移情这一重要课题的实验研究是一直到二十世纪才开始的;对移情与亲社会行为相互关系的研究表明,移情与亲社会行为之间有着复杂而密切的联系。首先,移情在促进和保持亲社会行为的过程中起到了重要作用;其次,移情是产生亲社会行为的一种直接动力。 相似文献
9.
儿童的观点采反择，移情与亲社会行为的关系 总被引：1，自引：0，他引：1
丁芳 《山东教育学院学报》2001,16(1):10-13
认知，表感与行为是社会性发展的三大方面，但长期以来，不少理论学派只把研究兴趣放在其中某一方面发展过程的探讨上，亲社会行为作为儿童社会性发展的一个主要方面，探讨它与观点采择，移情之间的关系无疑具有重大的理论和现实意义，通过研究发现，观点采择，移情在儿童亲社会行为的发展和表现中起着重要的和交互的作用。 相似文献
10.
曾昭文 《聊城师范学院学报》2006,(3):279-280
亲社会行为是个体社会化过程中的重要行为，它作为一种普遍的社会现象，已引起发展心理学家和社会心理学家的重视，成为心理学研究领域中的一个重要课题。探讨儿童亲社会行为的涵叉、影响因素及培养途径，促进儿童亲社会行为的发展，将有助于儿童更好地适应社会，为儿童的终生发展奠定基础。 相似文献
11.
Parents' Use of Inductive Discipline: Relations to Children's Empathy and Prosocial Behavior 总被引：5，自引：0，他引：5
Relations between parents' discipline, children's empathic responses, and children's prosocial behavior were examined in order to evaluate Martin Hoffman's claim that children's empathy and empathy-based guilt mediate the socialization of children's prosocial behavior. 78 sixth and seventh graders (138–172 months in age), their mothers, and teachers completed multiple measures of Hoffman's constructs. Results were largely consistent with theory. Parents' use of inductive as opposed to power-assertive discipline was related to children's prosocial behavior. Children of inductive parents were more empathic; and more empathic children were more prosocial. Moreover, children's empathy was found to mediate the relation between parents' discipline and children's prosocial behavior. Few relations were obtained for children's guilt indices, but post hoc analyses yielded theoretically consistent results. Contrary to expectations, parents' use of statements of disappointment was the component of the inductive discipline score which was most strongly related to children's prosocial behavior. 相似文献
12.
蒋明智 《郧阳师范高等专科学校学报》2001,21(5):15-20,56
中外著名作家、神童作家童年时的文学活动实践,证明民间文学对儿童文学能力的形成,如想象力、审美情感、表达能力和文学兴趣等有独特培养作用.因此,探讨民间文学与少年儿童文学的关系对儿童文学能力培养有重要现实意义. 相似文献
13.
徐晨晨 《邢台职业技术学院学报》2014,(1):60-63
道德移情能力是道德能力的主要组成部分,对道德行为的养成有重要作用。本文从移情、移情能力以及道德移情能力的概念解读入手,分析道德移情能力的构成要素,在此基础上分析概括青少年在道德移情能力发展的阶段性特征,指出青少年道德移情能力的培养途径。 相似文献
14.
Zhou Q Eisenberg N Losoya SH Fabes RA Reiser M Guthrie IK Murphy BC Cumberland AJ Shepard SA 《Child development》2002,73(3):893-915
This study examined the concurrent and cross-time relations of parental observed warmth and positive expressivity to children's situational facial and self-reported empathic responding, social competence, and externalizing problems in a sample of 180 elementary school children. Data was collected when the children were in second to fifth grades (age: M = 112.8 months), and again 2 years later. Cross-sectional and longitudinal structural equation models supported the hypothesis that parents' (mostly mothers') positive expressivity mediated the relation between parental warmth and children's empathy, and children's empathy mediated the relation between parental positive expressivity and children's social functioning. These relations persisted after controlling for prior levels of parenting and child characteristics. Moreover, concurrent and cross-time consistencies were found on measures of parenting, children's situational empathic responding, and social functioning. 相似文献
15.
田维 《襄樊职业技术学院学报》2008,7(6):81-84
移情是道德教育的一个重要基础点．移情能力训练是德育中不可忽视的一个方面。移情能力的训练方法多种多样。要根据学生的具体情况合理、灵活地选用。教师要重视学生移情能力的培养,促进学生道德品质的健康发展。 相似文献
16.
离异家庭儿童行为问题与母亲教养方式的研究 总被引：3，自引：0，他引：3
本研究采用父母养育方式评价量表和Rutter儿童行为问卷,对226名幼儿的行为问题与其母亲的教养方式进行了调查。结果发现,离异家庭幼儿的行为问题检出率高,其行为问题与母亲的教养方式显著相关,且离异家庭与正常家庭母亲的教养方式也存在显著差异。说明母亲不良的教养方式是影响幼儿行为问题的重要因素。因此,对离异家庭幼儿行为问题的干预,关键是对母亲教养方式的干预。改善不良的教育方式,是减少幼儿行为问题发生的根本措施。 相似文献
17.
因为幼儿期是儿童规则意识萌发和规则行为初步形成的重要时期,所以幼儿规则意识和行为的养成尤为关键和重要。当前幼儿家庭教育中存在着幼儿规则意识欠缺、幼儿家长规则教育意识欠缺、规则教育过程困难及方法不当的问题。因此,要通过多种方法来培养幼儿的规则意识和行为,教会幼儿识记规则和遵守规则,家园共助,相互配合。 相似文献
18.
Janet Strayer 《Child development》1993,64(1):188-201
Children's emotional and cognitive responses to observed scenarios were examined in 2 studies ( N = 138 5–13-year-olds) investigating hypothesized developments in concordant emotion with stimulus persons, cognitive attributions for these emotions, and the effects of emotional intensity in self and stimulus persons. Results across studies confirmed age-related increases in children's emotional and cognitive responses. There were limited increases with age in concordant emotion, and continuous increases in the frequency and kinds of attributions explaining such emotion. Results also confirmed a model ordering expected developments in children's emotion attributions. As expected, stimulus persons' emotional intensity correlated with children's emotion intensity and affect match. However, as expected, empathy with others was lower when children's own intensity was higher than stimulus persons'. Present findings contribute to investigations of children's understanding of emotions and have implications for developmental studies of empathy. 相似文献
19.
A H Parmelee 《Child development》1986,57(1):1-10
The theme of this presentation concerns the potential beneficial effects of children's illnesses on their behavioral development. Illnesses of a minor nature such as colds and gastrointestinal upsets are frequent events in the lives of all children at every age, but are most frequent in the preschool period. They are generally not life threatening and are managed within the family, day-care center, or school. These illnesses, like other life perturbations, can expand children's personal and social experiences in ways beneficial to their behavioral development. They provide many opportunities for children to increase their knowledge of self, other, prosocial behavior, and empathy, as well as a realistic understanding of the sick role. This knowledge is gained, not only from their personal feelings and social experiences while ill, but also by their observations of siblings, parents, and peers as they become ill and recover, often in quick succession after their own experience. This important subject has seldom been studied from a developmental point of view. The conceptualizations as presented are based on the author's clinical experiences and the existing related research. It is the author's hope that in the future developmental psychologists, sociologists, anthropologists, and other behavioral scientists will study children's illnesses as part of normal behavioral development. 相似文献