真实急病情境下共情对大学生慈善捐助的影响:有调节的中介效应

doi:10.16187/j.cnki.issn1001-4918.2015.06.08

摘要/Abstract

摘要： 基于真实急病情境,采用道德强度、道德认同、共情和慈善捐助问卷对462名大学生进行调查,探讨了共情影响大学生慈善捐助的内在机制。结果显示:(1)女生在真实急病情境下比男生更容易对主人公的不幸事件产生共情反应;大学生真实急病情境下的共情反应随年级关系的疏远而逐渐降低;(2)共情在道德强度与慈善捐助的关系中具有部分中介作用,即道德强度通过共情对慈善捐助产生间接影响;(3)道德认同对共情的中介作用具有调节效应,具体而言,相对于低道德认同的个体,高道德认同的个体表现出更多的慈善捐助,并且共情对道德强度和慈善捐助的中介效应也显著增强。研究结论对于理解慈善捐助的内在机制具有理论价值,对于慈善捐助的教育和干预具有现实启示意义。

关键词: 大学生, 共情, 慈善捐助, 道德认同, 道德强度, 真实急病情境

Abstract: To explore the inner mechanism that empathy affects the college students' charitable donation based on the real acute disease situation, 462 college students were surveyed with questionnaires about moral intensity, moral identity, empathic concern and charitable donation. The results indicated that:(1) under the real acute disease situation, female students were easier to show empathic response to the unfortunate events of the protagonist than male students, and the empathic response of college students reduced gradually with the distance of grade relationship;(2) empathy played partial mediating effect between moral intensity and charitable donation, i.e., moral intensity promoted charitable donation indirectly by increasing empathy;(3) moral identity moderated the mediating effect of empathy, specifically, comparing with individuals who are low moral identity, the individuals who are high moral identity show more charitable donation, moreover, the mediating effect of empathy on the moral intensity and charitable donation has enhanced significantly. These findings had important theoretical value on understanding the internal mechanism of charitable donation and practical enlightenment meaning to educate and intervene of charitable donation.

Key words: college, empathy, charitable donation, moral identity, moral intensity, real acute disease situation

中图分类号:

B844

丁凤琴, 纳雯. 真实急病情境下共情对大学生慈善捐助的影响:有调节的中介效应[J]. 心理发展与教育, 2015, 31(6): 694-702.

DING Fengqin, NA Wen. Effect of Empathy on College Students' Charitable Donation in Real Acute Disease Situation:Moderated Mediating Effect[J]. Psychological Development and Education, 2015, 31(6): 694-702.

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