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1.
依恋理论作为理解儿童个性 和社会性发展的重要理论,从动 力机制的角度讨论了依恋安全程 度对个体建立和保持人际关系的 影响,本文拟从依恋研究的视角 和研究成果分析依恋影响师生关 系的机制,为良好师生关系的建 立提供微观指导。 一、依恋的理论及发展 Bowlby提出的依恋理论,是 相似文献
2.
冉光明 《中小学心理健康教育》2017,(26)
母婴依恋对幼儿将来的身心成长和终身健康都有重要的影响,同时母婴依恋研究成为了理解个体早期社会性人格发展的途径与窗口.本文首先论述母婴依恋的影响因素以及其与社会性发展的关系,然后对将来的研究方向进行了展望. 相似文献
3.
提高儿童早期依恋的质量促进儿童社会性健康发展 总被引：1，自引：0，他引：1
儿童早期的依恋可分为安全型和不安全型、不同类型的依恋对儿童的发展产生不同影响。高质量的依恋即安全型依恋对儿童的发展尤其是社会性发展有积极的影响，这种影响不仅是现实的，而且是长远的。为此，本文提出了帮助儿童形成安全型依恋的四项措施，以促进儿童社会性健康发展。 相似文献
4.
不同依恋类型对个体发展影响研究述评 总被引：1，自引：0，他引：1
依恋的研究是西方儿童社会性和个性发展领域的主导理论之一.依恋是个体对特定他人持久而强烈的情感联结,有广义和狭义之分,依恋类型一旦形成就会对个体的认知、情感、行为产生影响.探讨广义依恋类型对认知品质及应对策略、人际交往(同伴、恋人、亲子)、人格发展三个方面的影响.近20年来依恋研究在不断发展,但存在一定的局限性. 相似文献
5.
依恋是人类长期生物进化的结果,它伴随人的一生并对人际关系的建立、社会功能的表达和人格功能的形成产生重要的影响。其中,安全的早期依恋关系直接影响个体成长过程中的人格完善过程,所以家长应该培养儿童安全型依恋关系。本文先介绍了依恋对儿童社会性发展的影响,接着介绍应该如何培养儿童的安全型依恋。 相似文献
6.
依恋作为儿童早期最主要的社会关系,不仅对儿童社会性发展造成重大影响,也会直接影响其认知发展。相对于不安全型依恋而言,安全型依恋的儿童在理解能力、智力、语言能力等方面均发展较好。家长应尽可能与儿童建立安全的依恋关系,促进其认知能力的发展。 相似文献
7.
亲子依恋对儿童社会性发展影响的研究进展 总被引：11，自引：0，他引：11
于海琴 《华中科技大学学报(社会科学版)》2002,16(1):80-83
儿童早期的亲子依恋经历与其社会性发展之间联系密切，大量的研究是围绕着依恋与同伴交往、依恋与心理健康及依恋与社会认知三方面展开的，但是这些研究还存在以下不足：首先，对儿童依恋安全性的发展研究不足；第二，母子依恋与父子依恋各自对儿童影响的关系揭示得还不够；第三，对依恋关系的内部作用机制认识还不清楚。 相似文献
8.
张金荣 《沙洋师范高等专科学校学报》2008,9(1):71-74
儿童早期形成的依恋风格,对儿童个性和社会性发展都有长期而深远的影响。本文主要探讨了父母抚养质量、儿童自身特征、家庭和社会文化对儿童依恋风格形成的影响,为培养儿童安全型依恋提供参考。 相似文献
9.
一、引言儿童早期社会性发展的主要内容之一是形成亲子依恋,而早期亲子依恋的质量会对个体的人格和心理产生重要的影响。鲍尔贝进行依恋的开创性研究之后,有大量研究者进行了相关研究,从而使人们了解了依恋的概念以及依恋形成的标志,并将依恋划分为不同的类型。目前,研究者们普遍认为,依恋是人类适应生存的一个重要方面,因为依恋不仅提高了 相似文献
10.
依恋是儿童早期生活中最重要的社会关系,也是影响个体社会性发展和人格构建的重要因素.儿童依恋障碍的产生与父母的养育方式、儿童自身的气质类型、父母依恋类型及自身性格特点等因素有关.对于无依恋障碍的儿童,重点在于预防.治疗儿童的依恋障碍应以依恋障碍治疗模型为指导,针对不同类型的依恋障碍采用双向发展心理疗法、音乐疗法、游戏疗法、家庭疗法等不同的治疗方法. 相似文献
11.
为探讨城区流动儿童亲子依恋、家庭功能与社会适应的发展特征及其影响路径,采用青少年依恋问卷、总体家庭功能量表和社会适应量表对1152名五至九年级儿童进行测试,最终获得城区流动儿童924名作为研究被试。结果显示:(1)城区流动儿童社会适应存在显著的年级和性别差异;(2)亲子依恋、家庭功能与社会适应三者之间均呈显著正相关;(3)结构方程模型分析表明,家庭功能在亲子依恋影响社会适应中起部分中介作用。该研究揭示了家庭功能在城区流动儿童亲子依恋影响社会适应中的中介机制,可以为城区流动儿童家庭干预政策制定提供实证依据。 相似文献
12.
Rachel E. Maunder 《Journal of Further & Higher Education》2018,42(6):756-768
Whilst new friendships and an active social life are commonly discussed features of ‘being a student’, there is limited empirical research that has quantitatively studied the contribution that social factors play in students’ university experience. Research that has been conducted shows that belonging and social integration are important factors in successful transition to university, and subsequent retention. This article presents research into students’ social relationships at university, their attachment to the university, and how these elements link to university adjustment. Undergraduates (N = 135) completed questionnaires measuring their attachment to university peers, attachment to the university, experiences of problematic peer relationships and quality of adjustment to university life. Students who reported strong attachment to their peers also demonstrated higher levels of adjustment to university life and attachment to their university. Students who reported difficulties in their relationships with other students had lower levels of peer attachment and university adjustment. Attachment to university peers was the strongest predictor of university adjustment, followed by attachment to the university. The research highlights the role of social relationships in institutional belonging, and the importance of nurturing peer relationships and institutional affiliation to create a positive student experience. 相似文献
13.
BackgroundInstitutional rearing is associated with increased risk for reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED). Disorders of attachment involve disturbances in children’s primary caregiving relationships, and are likely to disturb multiple domains of social functioning.ObjectiveTo examine associations between signs of RAD and DSED and social functioning in early adolescence.Participants and settingOur participants were 110 children with a history of institutional rearing and 50 community comparison adolescents from the Bucharest Early Intervention Project, based in Bucharest, Romania. Participants were assessed at age 12 years (M age in years = 12.80, SD = 0.71).MethodSigns of RAD and DSED were obtained through caregiver report. Reports of social functioning were provided by caregivers and teachers. General and specific domains of social functioning were identified using bi-factor modeling. A general social functioning factor and four specific factors were revealed: peer conflict, caregiver views as victim, teacher views as victim, and social competence.ResultsSigns of RAD predicted poorer general social functioning (β=-0.36, p < .01, 95% confidence interval [CI] [-.33, -.09]) and poorer social competence (β=-0.38, p < .01, 95% CI[-0.05, -.01]) above and beyond time spent in institutional care and placement disruptions. Signs of DSED (β=-0.38, p < .001, 95% CI[-0.49, -.16]) along with placement disruptions (β=-0.22, p < .05, 95% CI[-.29, -.01]) predicted poorer general social functioning above and beyond time spent in institutional care. Signs of DSED predicted higher scores on caregiver views as victim (β = 0.29, p < .05, 95% CI[0.02, 0.14]) and lower scores on social competence (β=-0.29, p < .01, 95% CI[-.06, -.01]) above and beyond time spent in institutional care and placement disruptions.ConclusionsAttachment disorder signs in early adolescence are problematic for social functioning, although the manifestation of these social difficulties differs based on whether RAD or DSED signs are present. 相似文献
14.
David Granot 《Emotional and Behavioural Difficulties》2016,21(4):416-432
The present study explores the extent to which maternal attachment and teacher–student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and LD/ADHD-co-morbidity (mean age = 10.9). Students were assessed based on the maternal attachment security scale (ASS) and the appraisal of the teacher as a secure base scale. Homeroom teachers completed the student-teacher security scale. Third-party teachers reported on students’ school adaptation. Results indicated that beyond the disability factor, secure teacher-student relationships reduced the students’ externalising problem behaviours and improved student learning proficiencies that are considered to be affected by the adequacy of executive functioning. Additionally, maternal attachment reduced internalising problem behaviours. Implications for the protective role of teachers of students with disabilities and for research on teacher–student relationship quality are discussed. 相似文献
15.
品牌依恋（brand attachment）概念是心理学领域的依恋理论引入到营销学中产生的,属于较前沿的研究课题。文章对品牌依恋不同的概念结构进行探讨,介绍目前主要的关于品牌依恋的测量方法,为将来研究提供参考。 相似文献
16.
Shelley A. Riggs Kellye S. Carver Daniel Romero Sandra B. Morissette Jamie Wilson Robyn Campbell James McGuffin 《Journal of College Counseling》2019,22(2):110-124
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans. 相似文献
17.
Mentoring programs for youth have become increasingly popular interventions and are generally effective in promoting protégés’ wellbeing and functioning. Building on recent efforts to understand the interpersonal mechanisms underlying mentoring relationships, the authors apply central concepts from attachment, social support and social learning theories and systematically compare the mentor’s role with the roles of other caregivers (parent, therapist, friend, teacher). The authors highlight similarities and differences between mentoring and these roles, and discuss interpersonal dynamics specific to each relationship that can be enacted in mentoring. It is argued that the uniqueness of mentoring rests on mentors’ ability flexibly to transverse these different roles to some degree, without embodying any. Consequently, the authors underscore the existence of different profiles of mentoring relationships and suggest that these might address diverse protégés’ needs. This view serves to articulate specific recommendations for research and practice in light of protégé heterogeneity. 相似文献
18.
为探究大学生成人依恋、社会支持与孤独感的关系,采用亲密关系经历量表、社会支持评定量表和UCLA孤独量表对326名大学生施测。结果发现:(1)大学生成人依恋比较积极,依恋回避和依恋焦虑程度均较低。(2)大学生社会支持存在年级和生源地差异,大四学生对支持的利用度显著高于大三学生,来自农村的大学生其主观支持高于来自城市的大学生。(3)大学生孤独感程度较低,但大三学生孤独感显著高于大四学生。(4)成人依恋与孤独感呈显著正相关,社会支持与孤独感呈显著负相关,成人依恋与社会支持呈显著负相关。(5)依恋回避和依恋焦虑对孤独感具有显著正向预测作用,主观支持和支持利用度对孤独感具有显著负向预测作用。(6)主观支持和支持利用度在依恋回避和孤独感之间具有部分中介效应。 相似文献