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1.
小学生特质型情绪智力的发展研究 总被引：2，自引：0，他引：2
本研究以小学3-6年级学生为被试,采用问卷调查法,考察了我国小学生特质型情绪智力的发展特点.结果表明:(1)小学3-6年级学生的特质型情绪智力没有显著的年级差异;(2)小学女生的特质型情绪智力显著高于男生;(3)父母受教育程度越高,小学生特质型情绪智力的得分越高;(4)学业成就和小学生的特质型情绪智力存在显著正相关,学业成就越高,特质型情绪智力得分越高;(5)特质型情绪智力和小学生在合作性、领导力上的提名存在显著正相关. 相似文献
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刘珊 《中小学心理健康教育》2023,(10):24-26
情绪智力的发展对个体的成长至关重要,为调查城乡接合部小学生情绪智力状况以及在各人口学变量上的差异,并根据调查结果给出相应的教育建议,采用情绪智力量表对425名小学生进行施测。结果发现,城乡接合部小学生情绪智力总体状况良好,在性别、年级方面均存在显著差异,男生群体的情绪智力总体状况以及各维度得分均显著高于女生;四年级学生的情绪智力发展总体状况显著高于五、六年级的;独生子女的情绪智力及各维度得分均高于非独生子女的,但差异不显著。 相似文献
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本研究的目的是采用访谈法、问卷法、社会测量法与投射法探讨小学生社会智力的结构。结果表明：小学生社会智力结构包括社会洞察力、社会焦虑、移情、人际交往能力、人际问题解决能力。 相似文献
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小学生数学学习中情绪智力调查研究 总被引：1，自引：0，他引：1
在数学学习中,小学生情绪智力上的表现呈中等以上程度,但内部各因素的发展不平衡,其中以调控他人情绪表现最佳,情绪运用次之,而自我情绪调控则稍差.在数学学习中小学生情绪智力存在显著的性别差异和城乡差异,即女生的表现优于男生,市区学生表现优于郊区学生.非独生子女在情绪感知和调控他人情绪两方面显著比独生子女表现好.年级差异对小学生的情绪智力影响显著,小学五年级可能存在一个情绪智力的低潮期. 相似文献
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校园欺凌一直是我国社会各界关注的热点问题。通过问卷调查法,以906名小学生为研究对象,考察小学生校园欺凌的特点及特质情绪智力与校园欺凌的关系。研究发现：小学校园存在欺凌行为,男孩遭受身体欺凌显著高于女孩;母亲具有研究生学历所遭受的言语欺凌显著高于母亲具有初中、高中、大学学历;特质情绪智力与校园欺凌及其各维度显著负相关,且情绪倾向、自尊、同伴关系显著预测校园欺凌。小学校园欺凌防治建议：切实关注男孩校园欺凌现象,提高男孩特质情绪智力;不可忽视高学历家庭孩子的情绪问题与行为问题;高度重视小学生的情绪倾向、自尊及同伴关系。 相似文献
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了解弱智小学高年级学生社会技能情绪成分与归因的特点,利用量表对弱智小学生和正常智力的小学生进行测试。研究发现弱智小学生有明显的外部归因倾向、较低的焦虑感、表现出两种极端的孤独感。 相似文献
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为了解农村小学生学校归属感与社会支持状况及关系,采用小学生学校归属感量表和青少年社会支持量表对罗城仫佬族自治县410名农村小学生进行问卷调查。结果显示:不同性别农村小学生学校归属感与社会支持的所有因子呈显著差异,女生显著高于男生。除同伴关系外,不同年级农村小学生学校归属感所有因子呈显著差异,六年级显著低于四、五年级;不同年级农村小学生社会支持的所有因子均不存在统计学意义上的差异。农村小学生学校归属感与社会支持的所有因子呈极其显著的正相关,社会支持对学校归属感有正向预测作用。 相似文献
11.
《The Journal of educational research》2012,105(9):397-400
AbstractA final random sample of 160 Provo, Utah, elementary school children ages 5 to 10, was included in a balanced cell format to investigate the effects of school as reflective of socioeconomic level, age, sex, and intelligence on performance on the Children’s Embedded Figures Test (CEFT), a measure of Witkin’s field-dependence-independence hypothesis appropriate for use with young children. Results implied that (1) there may be differences on criterion performance according to relative social class; (2) age is the single best predictor of criterion performance, as significant differences proceeding from relative field-dependence to greater field-independence with increasing age were found; (3) there is a similar developmental pattern to increase in verbal intellectual power and increase in relative field-independence when all ages are considered together; (4) there were no significant similarities between field-dependence-independence and verbal intelligence within three of four specific ages investigated; (5) no sex differences in criterion performance were found. 相似文献
12.
David W. Chan 《教育心理学》2003,23(5):521-533
This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong. 相似文献
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Intercorrelations of 10 successive years of measurement of height and intelligence are presented for separate samples of girls and boys. These correlations are based on data originally gathered and published by Dearborn, Rothney, and Shuttleworth as the Harvard Growth Study. Sample size varies from correlation to correlation, but most of those for girls are based on samples of 500-700 and those for boys on samples of 400-500. The intercorrelations of each of the 2 variables over 10 occasions do not differ appreciably by sex, but there are significant differences between the sexes in the cross-correlations. For the sample of girls there is clear evidence that individual differences in height at 8 and 9 anticipate later individual differences in intelligence. Correlations of early height with intelligence at 11 and 12 are especially high (.40). There is little evidence for similar anticipation of intelligence by height for boys. Correlates for both height and intelligence are found in socioeconomic status, ethnicity, and age of first menstruation for girls. Only the last of these contributes to the explanation of the changes in the cross-correlations with age. Analyses of sitting-height correlations with intelligence indicate that length of the long bones of the legs is also related to the observed pattern of correlations. 相似文献
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This study set out to examine whether Chinese parents, more than people from other nations, over-estimate the intelligence of their son (little emperor) compared to their daughter. In this study, 155 pairs of married couples from mainland China estimated their own, their partner’s and their only child’s overall intelligence and 13 “multiple intelligences.” They also completed a short measure of the Big Five personality traits. Replicating previous studies, fathers rated themselves higher than mothers for almost all types of intelligence. Results revealed, however, no parental sex differences in the estimates of children’s multiple intelligences. Both parents attributed higher overall, verbal, and musical intelligence, but lower existential intelligence to their child than to themselves. Multiple regressions indicated that estimates of verbal, logical–mathematical, spatial and intrapersonal intelligence were the best predictors of estimates of overall intelligence. Participants’ openness and neuroticism were significant predictors of self-rated intelligence. The results were interpreted in relation to specific Chinese social and cultural influences, though there seemed to be no “little emperor” effect. 相似文献
15.
当代大学生社会责任心调查研究 总被引：1，自引：0，他引：1
叶华奇 《兰州教育学院学报》2011,27(1):56-58
本文采用问卷调查法,测量大学生的社会责任心,揭示大学生社会责任心的特点。结果表明：（1）大学生具有积极的社会责任心;（2）对总的社会责任心而言,大学生的性别差异不显著,学科差异也不显著;（3）在集体、家庭和同伴三个责任心维度上,大学生的性别差异显著,而在道德和社会发展维度上,大学生的性别差异不显著;（4）社会历史文化对大学生社会责任心的影响是深远的。 相似文献
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《The Journal of educational research》2012,105(9):392-394
AbstractTwo studies were conducted concurrently to determine whether there are significant differences in selected characteristics between economically disadvantaged and economically advantaged five-year-olds. The areas investigated included physical skills, social skills, language skills, intelligence, emotional disturbance, creativity in the use of materials, curiosity, attention to and interest in stories, preference for rewards, sensory discrimination ability, problem solving ability, and ability to conserve, Eight null hypotheses were supported, three null hypotheses were not supported, and three null hypotheses were partially supported. 相似文献
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Conceptions of intelligence as social representations 总被引：1，自引：0，他引：1
The aim of the study was to investigate the theory put forward by Mugny and Carugati that social representations of intelligence are organised both by social identity and by experiences of unfamiliarity. Parents’, teachers’ and students’ conceptions of intelligence were examined in two separate questionnaire-based studies, the first one (N=196) dealing with views on the development of intelligence, and the second one (N=222) with views on the definitions of intelligence. It was found that social identity (“fostererhood” and teacherhood) tends to organise the conceptions in terms of the “theory of natural inequalities”, as suggested by Mugny and Carugati. However, the experienced unfamiliarity of intelligence had a clear effect only on the conceptions of development, and there were no general associations between social identity and experienced unfamiliarity. We suggest that the social representations of intelligence might be organised in terms of several basic themes, with one dealing with the puzzle of development, another with the definition of intelligence, and a third, more general one, treating the whole concept of intelligence with suspicion and apprehension. 相似文献
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The purpose of the investigation is to study changes in intelligence among Swedish 13 year‐olds during a 25‐year period. The results show that the average of spatial and reasoning intelligence has successively risen. Concerning verbal intelligence, there is a clear increase during the 1960's. After this period the growth has been more irregular. No changes in the differences between social groups were observed. On the other hand, this was the case between boys and girls. In verbal ability, there were only small differences between the sexes in 1961. However, in 1985 the girls were clearly ahead of the boys. In spatial and reasoning ability, the boys were superior in the early 1960's. Twenty‐five years later this difference had almost disappeared. 相似文献
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Actuarial, medical and social data are reported on 50 psychiatric day hospital patients known to have abused their children and 50 non-abusers undergoing treatment at the same time. A sub-group of 30 of each completed personality and intelligence tests and the majority had electroencephalograms, and these results were compared with those of a group of 30 healthy mothers selected by health visitors for positive child-rearing abilities.Findings which confirms those of other studies of child abuse include youthfulness, a higher incidence of family violence from childhood onwards, more unplanned pregnancies and lower intelligence in the index group. In this sample, however, all social classes were represented, there was no significant differences in perinatal pathology between the groups, personality scored showed high morbidity in the patient groups but few distinctive features, and EEGs were not significantly more abnormal in the index group than in the two contrast groups. Moreover, the index group did not show the expected discrepancy between verbal and performance sub-tests on the Wechsler Adult Intelligence Scale.Treatment of the 50 child-abusers with their children resulted in a re-injury rate of 8% during the four year period of study. A scheme for early identification and prevention is outlined. 相似文献
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A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most. 相似文献