大學生自我建構對共情的影響
發(fā)布時間：2018-10-13 17:37
【摘要】：本研究以大學生為被試,從特質性自我建構和狀態(tài)性自我建構兩個角度出發(fā),探究大學生的自我建構方式對共情的影響。研究一采用問卷法,發(fā)放自我建構量表和共情量表,共回收436份有效樣本,通過統(tǒng)計分析探討特質性自我建構對共情的影響。研究二和三采用行為實驗,通過指導語啟動狀態(tài)性自我建構,然后呈現刺激材料考察狀態(tài)性自我建構對共情的影響。其中研究二采用靜態(tài)刺激材料(研究二A為圖片刺激,研究二B為文本刺激),為彌補靜態(tài)刺激的生態(tài)效度不高的缺陷,研究三采用動態(tài)刺激材料。行為實驗共招募208名被試,研究二A和研究三采用2自我建構類型(獨立型自我建構,互依型自我建構)*2情緒效價(正性,負性)的二因素混合實驗設計,因變量為被試對共情客體的他人情緒感受和自我情緒感受評分。研究二B采用2自我建構類型(獨立型自我建構,互依型自我建構)*2情緒效價(正性,負性)*2 (共情對象:自己、陌生人)的三因素混合實驗設計。因變量為被試想象陌生他人在經歷刺激事件和想象自己在經歷刺激事件時的情緒感受強度評分。研究結果:(1)在特質性自我建構中,互依組被試的共情水平顯著高于獨立組被試,互依組被試在共情關注和觀點采擇維度的得分都顯著高于獨立組被試。(2)在狀態(tài)性自我建構中,互依組被試的他人情緒感受評分和自我情緒感受評分都顯著高于獨立組被試。(3)在狀態(tài)性自我建構中,除研究二A的他人情緒感受評分外,在其他實驗中,都發(fā)現被試對負性情緒的他人和自我情緒感受強度評分顯著高于對正性情緒的他人和自我情緒感受強度評分。(4)在狀態(tài)性自我建構的動態(tài)實驗刺激中,對被試的他人情緒感受評分和自我情緒感受評分分析發(fā)現,自我建構類型與情緒效價的交互效應都顯著,進一步簡單主效應分析發(fā)現,互依型自我建構的大學生對正性情緒的共情能力顯著高于獨立型自我建構的大學生,但二者對負性情緒刺激并沒有存在顯著差異。研究結論:無論是個體穩(wěn)定的特質性自我建構還是在情境中動態(tài)變化的狀態(tài)性自我建構,互依型自我建構大學生的共情水平都顯著高于獨立型自我建構的大學生,他們更善于從他人角度考慮問題,感知他人情緒,但自我建構方式也會受情緒效價因素的調節(jié),主要表現為互依型自我建構的大學生對正性情緒的共情能力顯著高于獨立型自我建構的大學生。
[Abstract]:This study takes college students as subjects and explores the influence of college students' self-construction on empathy from the perspectives of idiosyncratic self-construction and stateful self-construction. In the first study, 436 valid samples were collected, and the influence of idiosyncratic self-construction on empathy was investigated by statistical analysis. In the second and third studies, behavioral experiments were used to initiate the state self construction through the guidance language, and then the stimulative materials were presented to examine the influence of state self construction on empathy. In the second study, the static stimulus material was used (study 2A was the image stimulus, the second was the text stimulus). In order to compensate for the deficiency of the ecological validity of the static stimulus, the third study used the dynamic stimulus material. A total of 208 subjects were recruited in the behavioral experiment. Two factors were used in the two-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive and negative). The dependent variables were the scores of others' emotional feelings and self-emotional feelings of the subjects. Study II B adopted a three-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive, negative) * 2 (empathy: self, strangers). The dependent variables were the scores of the emotional intensity of the subjects imagining that the strangers were experiencing the stimuli and that the subjects were experiencing the stimuli. The results were as follows: (1) in the trait self-construction, the empathy level of the interdependent group was significantly higher than that of the independent group, and the scores of empathy concern and opinion taking in the interdependent group were significantly higher than those in the independent group. (2) in the state self-construction, there were significant differences between the two groups. The scores of other people's emotion feeling and self-emotion feeling in the interdependence group were significantly higher than those in the independent group. (3) in the state self-construction, except for the second A score, in other experiments, It was found that the scores of others and self-feeling intensity of negative emotion were significantly higher than those of others and self-feeling intensity of positive emotion. (4) in the dynamic experimental stimulation of state self-construction, The analysis of other people's emotion feeling score and self-emotion feeling score found that the interaction effect between self-construction type and emotion titer was significant, and simple main effect analysis was found. The ability of empathy to positive emotion of college students with mutual dependence self-construction is significantly higher than that of independent self-construction, but there is no significant difference between them on negative emotional stimulation. Conclusion: whether it is individual stable idiosyncratic self-construction or dynamic state self-construction in the situation, the level of empathy of interdependent self-construction college students is significantly higher than that of independent self-construction-oriented college students. They are better at thinking about issues from the perspective of others and sensing other people's emotions, but the way they construct themselves is also regulated by emotional factors. The empathy ability of college students with mutual dependence self-construction is significantly higher than that of independent self-construction students.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842
本文編號：2269406
[Abstract]:This study takes college students as subjects and explores the influence of college students' self-construction on empathy from the perspectives of idiosyncratic self-construction and stateful self-construction. In the first study, 436 valid samples were collected, and the influence of idiosyncratic self-construction on empathy was investigated by statistical analysis. In the second and third studies, behavioral experiments were used to initiate the state self construction through the guidance language, and then the stimulative materials were presented to examine the influence of state self construction on empathy. In the second study, the static stimulus material was used (study 2A was the image stimulus, the second was the text stimulus). In order to compensate for the deficiency of the ecological validity of the static stimulus, the third study used the dynamic stimulus material. A total of 208 subjects were recruited in the behavioral experiment. Two factors were used in the two-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive and negative). The dependent variables were the scores of others' emotional feelings and self-emotional feelings of the subjects. Study II B adopted a three-factor mixed experimental design of two types of self-construction (independent self-construction, interdependent self-construction) * 2 emotional potency (positive, negative) * 2 (empathy: self, strangers). The dependent variables were the scores of the emotional intensity of the subjects imagining that the strangers were experiencing the stimuli and that the subjects were experiencing the stimuli. The results were as follows: (1) in the trait self-construction, the empathy level of the interdependent group was significantly higher than that of the independent group, and the scores of empathy concern and opinion taking in the interdependent group were significantly higher than those in the independent group. (2) in the state self-construction, there were significant differences between the two groups. The scores of other people's emotion feeling and self-emotion feeling in the interdependence group were significantly higher than those in the independent group. (3) in the state self-construction, except for the second A score, in other experiments, It was found that the scores of others and self-feeling intensity of negative emotion were significantly higher than those of others and self-feeling intensity of positive emotion. (4) in the dynamic experimental stimulation of state self-construction, The analysis of other people's emotion feeling score and self-emotion feeling score found that the interaction effect between self-construction type and emotion titer was significant, and simple main effect analysis was found. The ability of empathy to positive emotion of college students with mutual dependence self-construction is significantly higher than that of independent self-construction, but there is no significant difference between them on negative emotional stimulation. Conclusion: whether it is individual stable idiosyncratic self-construction or dynamic state self-construction in the situation, the level of empathy of interdependent self-construction college students is significantly higher than that of independent self-construction-oriented college students. They are better at thinking about issues from the perspective of others and sensing other people's emotions, but the way they construct themselves is also regulated by emotional factors. The empathy ability of college students with mutual dependence self-construction is significantly higher than that of independent self-construction students.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B842
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