心理发展与教育 ›› 2011, Vol. 27 ›› Issue (6): 607-618.

• 论文 • 上一篇    下一篇

心理弹性儿童的人际关系认知

席居哲1,3, 桑标1, 左志宏2   

  1. 1. 华东师范大学心理与认知科学学院, 上海200062;
    2. 华东师范大学学前教育与特殊教育学院, 上海200062;
    3. Department of Psychology and Center for Research Methods and Data Analysis, University of Kansas, Lawrence, KS 66045-7556, USA
  • 出版日期:2011-11-15 发布日期:2011-11-15
  • 通讯作者: 左志宏,E-mail:zuozhihong@126.com E-mail:zuozhihong@126.com
  • 基金资助:
    国家社会科学基金青年项目(08CSH026);全国教育科学“十五”规划教育部重点课题(DBA050055);国家理科基础学科人才培养基金(J0730754);上海市教育科学研究项目(B08013)

Relational Cognition of Resilient Children

XI Ju-zhe1,3, SANG Biao1, ZUO Zhi-hong2   

  1. 1. School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China;
    2. School of Preschool Education and Special Education, East China Normal University, Shanghai 200062, China;
    3. Department of Psychology and Center for Research Methods and Data Analysis, University of Kansas, Lawrence, KS 66045-7556, USA
  • Online:2011-11-15 Published:2011-11-15

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被引次数

39

摘要： 探查儿童寻求信任性人际关系建立和向他人求助启动阶段的人际关系认知,检验心理弹性儿童是否比缺乏心理弹性儿童拥有更准确、快速的人际关系类型和更积极、快速的中性人际关系性质认知。利用自编人际关系类型认知和中性情境人际关系性质认知实验程序,对经由汇聚操作法筛选出的心理弹性儿童(99人)和缺乏心理弹性儿童(176人)实施实验,记录被试的反应结果和反应时。以年龄和性别为协变量,分别对两组儿童人际关系类型认知得分及反应时、中性情境人际关系性质认知得分及反应时进行组间差异的协方差分析。结果支持部分研究假设:心理弹性儿童人际关系类型认知总分显著高于缺乏心理弹性儿童;心理弹性儿童在中性情境下人际关系性质认知积极与消极维度总分、积极—消极连续体上的振幅均显著小于缺乏心理弹性儿童,但心理弹性儿童对中性情境人际关系性质认知更具积极偏向;两组儿童在所有任务指标上的平均反应时差异皆不显著。提示,儿童对人际关系类型的准确把握及对人际关系性质谨慎却相对积极的认知,可能是有效寻求和建立人际关系、获取社会支持资源以良好应对严重压力/逆境的重要主体性因素。

关键词: 心理弹性, 儿童, 人际关系类型认知, 人际关系性质认知, 生态系统理论

Abstract: The present study explores resilient and nonresilient children's relational cognition at the very beginning when they seek to build trusting relationship with and ask for help from other people,examining the hypotheses that,in comparison with nonresilient children,resilient children have more accurate and quicker cognition of interpersonal relationship type,hold more positive and quicker cognition of interpersonal relationship characteristics in neutral/ambiguous situation.Two self-developed experimental programs,including one set of interpersonal relationship type cognition tasks and another set of interpersonal relationship characteristics cognition tasks,were administered to 99 resilient and 176 nonresilient children who were identified by a converging technique.Subjects' response including response time on the two sets of relational cognition tasks were automatically recorded on computer.ANCOVAs with covariates of age and gender were conducted to test group differences in scores and natural log-transformed response times of the two tasks.Results turned out to partially support the hypotheses: Resilient children scored higher on the interpersonal relationship type cognition tasks,while on the tasks of interpersonal relationship characteristics cognition,they got lower scores in both the positive and negative dimensions in a neutral/ambiguous interpersonal relationship situation,with their scores falling within a significantly narrower range on the negative-positive continuum than nonresilient children.No significant differences were found in response time on both tasks.It was implied that accurate and relatively cautious but positively biased cognition of interpersonal relationships,as an important subjective factor,could empower a child to efficiently seek from and build interpersonal relationships with other poeple to gain richer social support resources,which is beneficial for him/her to better cope with severe stresses/adversities.

Key words: Resilience, children, cognition of interpersonal relationship type, cognition of interpersonal relationship characteristics, ecosystem theory

中图分类号: 

  • B844.1
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