反事实思维与内疚和羞耻的关系——以大学生和青少年罪犯为例

心理发展与教育 ›› 2008, Vol. 24 ›› Issue (4): 113-118.

反事实思维与内疚和羞耻的关系——以大学生和青少年罪犯为例

高学德¹, 周爱保², 宿光平³

1. 甘肃联合大学经济与管理学院, 兰州, 730000;
2. 西北师范大学教育学院, 兰州, 730070;
3. 甘肃联合大学政法系, 兰州, 730000

出版日期:2008-10-15 发布日期:2008-10-15
作者简介:高学德,甘肃联合大学经济与管理学院.E-mail:gaoxd@163.com
基金资助:
甘肃省教育厅科研项目资助(0713B-01)

Relationship Between Counterfactual Thinking and Guilt and Shame——Taking the university student and the juvenile delinquent as an example

GAO Xue-de¹, ZHOU Ai-bao², SU Guang-ping³

1. The Economic Management College of Gansu United University, Lanzhou 730000;
2. Department of Psychology, NorthWest Normal University, Lanzhou 730070;
3. Department of Law, College of Gansu United University, Lanzhou 730000

Online:2008-10-15 Published:2008-10-15

摘要/Abstract

摘要： 运用自我报告法从反事实思维的角度验证内疚与羞耻差异的"自我和行为"假设,探讨大学生和青少年罪犯在反事实思维与内疚和羞耻关系方面的特点。结果表明:1)研究结果不支持Lewis提出的内疚与羞耻差异的"自我和行为"假设,甚至与该假设相反;2)在真实的情境中,大学生和青少年罪犯内疚感和羞耻感与反事实思维的特点具有一致性。

关键词: 反事实思维, 内疚, 羞耻, 青少年罪犯

Abstract: This study is intended to test a "self and behavior" hypothesis of the differences between Guilt and Shame by using self-report method from the perspective of counterfactual thinking,it systematically approaches the features that the subjects of col ege students and juvenile criminals have in the relat ionship of the counterfactual thinking and Guilt andme. The results are as follows:1)The result of this study does not support the "self and behavior" hypothesis of the differences between Guilt and Shame advanced by western scholars and even opposes their study results;2)The relationship of counterfactual thinking and Guilt and Shame between college students and juvenile criminals has consistency in factual situation.

Key words: Counterfactual thinking, Guilt, Shame, Juvenile criminals

中图分类号:

B844.2

高学德, 周爱保, 宿光平. 反事实思维与内疚和羞耻的关系——以大学生和青少年罪犯为例[J]. 心理发展与教育, 2008, 24(4): 113-118.

GAO Xue-de, ZHOU Ai-bao, SU Guang-ping. Relationship Between Counterfactual Thinking and Guilt and Shame——Taking the university student and the juvenile delinquent as an example[J]. Psychological Development and Education, 2008, 24(4): 113-118.

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