中学生完美主义特点及其与亲社会倾向的关系

摘要/Abstract

摘要： 本研究使用修订后的Hewitt多维完美主义量表(HMPS)和亲社会倾向量表(PTM),对中学生群体进行了测查,并采用简单相关、典型相关和回归分析等方法,探讨中学生完美主义特点及其与亲社会倾向的关系。结果表明:(1)中学生在指向自我完美主义上得分最高,其次是社会期望完美主义,指向他人完美主义得分最低。(2)中学生的亲社会倾向由高到低依次为:利他的、情绪的、紧急的、依从的、匿名的和公开的。(3)指向自我完美主义与六类亲社会倾向都正相关,但指向他人完美主义、社会期望完美主义仅与公开的亲社会倾向正相关。从典型相关分析结果看,典型变量所代表的亲社会倾向主要是利他的、依从的、公开的亲社会倾向,而这些亲社会倾向主要由指向自我完美主义、指向他人完美主义来解释。(4)回归分析发现,除去年级、性别、学校类型的作用外,指向自我完美主义对公开的、匿名的、利他的、依从的、情绪的、紧急的等六类亲社会倾向的解释力分别为2.6%、2.8%、7.2%、7.4%、7.0%、5.0%。

关键词: 完美主义, 中学生, 亲社会倾向, 典型相关

Abstract: Simply correlation,Canonical correlation analysis and Regression analysis were used together to explore the correlations between perfectionism and prosocial tendencies on middle school students by means of the revised Hewitt's Multidimensional Perfectionism Scale (HMPS) and prosocial tendencies measure.The results were as fol lows:(1) middle school students reported self-oriented perfectionism the most,followed by socially-prescribed perfectionism,and other-oriented perfectionism the least; (2) they took altruistic prosocial tendency most,followed by emotional,dire,compliant,anonymous,and public prosocial tendency,respectively.(3) Self-oriented perfec tionism was positively correlated to all six kinds of prosocial tendency,other-oriented and socially-prescribed per fectionism only positively correlated to public prosocial tendency.Canonical correlation analysis indicated that,ca nonical variables mainly stood for the altruistic,compliant and public prosocial tendencies; these prosocial tenden cies were mainly explained by self-oriented and other-oriented perfectionism.(4) Regression analysis indicated that,only self-oriented perfectionism entered regression equation.Except the effect of grade,gender and the school type,self-oriented perfectionism can account for 2.6%,2.8%,7.2%,7.4%,7.0%,5.0% of the variance for public,anonymous,altruistic,compliant,emotional,dire prosocial tendency,respectively.

Key words: perfectionism, middle school students, prosocial tendency, canonical correlation analysis

中图分类号:

B844.2

张兰鸽, 张莉, 寇彧, 田启瑞. 中学生完美主义特点及其与亲社会倾向的关系[J]. 心理发展与教育, 2011, 27(4): 365-373.

ZHANG Lan-ge, ZHANG Li, KOU Yu, TIAN Qi-rui. The Characteristics of Perfectionism and its Relationship with Prosocial Tendencies[J]. Psychological Development and Education, 2011, 27(4): 365-373.

参考文献

[1] Ashton,M.C.,Paunonen,S.V.,Helmes,E.,& Jackson,D.N.(1998).Kin Altruism,Reciprocal Altruism,and the Big Five Personality Factors.Evolution and Human Behavior,19,243-255.
[2] Bieling,P.J.,Israeli,A.L.,& Antony,M.M..(2004).Is perfectionism good,bad,or both? Examining models of the perfectionism construct.Personality and Individual Differences,36,1373-1385.
[3] Carlo,G.,Hausmann A.,Christiansen S.,& Randall B.A.(2003).The Journal of Early Adolescence,23(1),107-134.
[4] Carlo,G.,& Randall B.A.(2002).The Development of a Measure of Prosocial Behaviors for Late Adolescents.Journal of Youth and Adolescence,31(1),31-44.
[5] DuBois,D.L.,Bull,C.A.,Sherman,M.D.,& Roberts,M.(1998).Self-Esteem and Adjustment in Early Adolescence:A Social-Contextual Perspective.Journal of Youth and Adolescence,37(5),557-583.
[6] Enright,R.D.,Shulda,D.G.,& Lapsley,D.K.(1980).Adolescent Egocentrism-Sociocentrism and Self-Consciousness.Journal of Youth and Adolescence,9(2),101-116.
[7] Flett,G.L.,& Hewitt,P.L.(2002).Perfectionism:Theory,research and treatment.Washington,DC:American Psychological Association,p10-146.
[8] Flett,G.L.,& Hewitt,P.L.(2007).Cognitive and self-regulation aspects of perfectionism and implications for treatment:introduction to the special issue.Journal of Rational-Emotive & Cognitive-Behavior Therapy,25(4),227-236.
[9] Frost,R.O.,Heimberg,R.G.,Holt,C.S.,Mattia,J.I.,& Neubauer,A.l..(1993).A comparison of two measures of perfectionism.Personality and Individual Differences,14,119-126.
[10] Frost,R.O.,Marten,P.,Lahart,C.,& Rosenblate,R.(1990).The dimensions of perfectionism.Cognitive Therapy and Research,14 (5),449-468.
[11] Gilman,F.,& Ashby,J.S.(2003).A first study of perfectionism and multidimensional life satisfaction among adolescents.The Journal of Early Adolescence,23(2),218-235.
[12] Hewitt,P.L.,Caelian,C.F.,Flett,G.L.,Sherry,S.B.,Collins,L.,& Flynn,C.A.(2002).Perfectionism in children:associations with depression,anxiety,and anger.Personality and Individual Differences,32(6),1049-1061.
[13] Hewitt,P.L.,& Flett,G.L.(1991).Perfectionism in the self and social contexts:conceptualization,assessment,and association with psychopathology.Journal of Personality and Social Psychology,60 (3),456-470.
[14] Kasser,T.,& Ryan,R.M.(1996).Further examining the American dream:Differential correlates of intrinsic and extrinsic goals.Personality and Social Psychology Bulletin,22,280-287.
[15] Penner,L.A.,Dovidio,J.F.,Piliavin,J.A.,& Schroeder,D.A.(2005).Prosocial behavior:multilevel perspectives.Annual Review of Psychology,56,365-3921.
[16] Ryan,R.M.,& Deci,E.L.(2000).Self-Determination Theory and the Facilitation of Intrinsic Motivation,Social Development,and WellBeing.American Psychologist,55(1),68-78.
[17] Slaney,R.B.,Rice,K.G.,Mobley,M.,Trippi,J.,& Ashby,J.S.(2001).The Revised Almost Perfect Scale.Measurement and Evaluation in Counseling and Development,34(3),130-145.
[18] Stumpf,H.,& Parker,W.D.(2000).A hierarchical structural analysis of perfectionism and its relation to other personality characteristics.Personality and Individual Differences,28(5),837-852.
[19] Weinstein,N.,& Ryan,R.M.(2010).When Helping Helps:Autonomous Motivation for Prosocial Behavior and Its Influence on Well-Being for the Helper and Recipient.Journal of Personality and Social Psychology,98(2),222-244.
[20] 洪慧芳,寇彧.(2008).用典型相关进一步研究大学生亲社会倾向和亲社会推理的关系.心理发展与教育,(2),113-118.
[21] 寇彧,付艳,马艳.(2004).初中生认同的亲社会行为的初步研究.心理发展与教育,(4),43-48.
[22] 寇彧,付艳,张庆鹏.(2007).青少年认同的亲社会行为:一项焦点群体访谈研究.社会学研究,(3),154-174.
[23] 寇彧,张兰鸽,张莉,何莞婷.(2010).Hewitt 多维完美主义量表在中学生群体中的修订.心理发展与教育,(4),423-430.
[24] 寇彧,张庆鹏.(2006).青少年亲社会行为的概念表征研究.社会学研究,(5),169-187.
[25] 李丹.(2000).影响儿童亲社会行为的因素的研究.心理科学,23(3),285-288.
[26] 倪婕.(2006).中小学生的认知偏差及其影响因素的结构研究.华东师范大学硕士论文,60-61.
[27] 赵燕,杨宏飞.(2007).大学生大五人格和完美主义关系研究.浙江预防医学,19(3),70-71.

相关文章 15

[1]	陆信哲, 王智, 李勇, 王玢莹. 父母暴力暴露对中学生问题行为的纵向影响：一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(2): 231-239.
[2]	苑媛, 梁周健, 张丽. 结构性校园氛围与中学生抑郁:社会支持的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(6): 869-876.
[3]	王小凤, 燕良轼, 丁道群. 童年期不良经历对中学生良心的影响：特质自我控制和自我损耗的链式中介作用[J]. 心理发展与教育, 2022, 38(4): 566-575.
[4]	王旭, 刘衍玲, 林杰, 刘传星, 魏灵真, 邱涵宇. 亲子关系对中学生心理健康的影响:社会支持和心理素质的链式中介作用[J]. 心理发展与教育, 2022, 38(2): 263-271.
[5]	程可心, 游雅媛, 叶宝娟, 陈志忠. 家庭功能与中学生自杀态度的关系[J]. 心理发展与教育, 2022, 38(2): 272-278.
[6]	陈必忠, 郑雪, 孙晓军. 社交媒体自我控制失败影响硕士生主观幸福感的心理机制[J]. 心理发展与教育, 2021, 37(6): 882-888.
[7]	程翠萍, 黄希庭. 个人取向勇气对中学生学业成就的影响:问题解决和求助应对方式的中介作用[J]. 心理发展与教育, 2021, 37(1): 60-67.
[8]	薛璐璐, 姜媛, 方平. 述情障碍与中学生人际关系:有调节的中介模型[J]. 心理发展与教育, 2021, 37(1): 92-100.
[9]	彭自芳, 傅纳, 张新杰. 父母冲突与中学生应对方式的关系:教养方式和情绪安全感的链式中介作用[J]. 心理发展与教育, 2020, 36(6): 668-676.
[10]	李大林, 黄梅, 陈维, 吴文峰. 生活事件对初中生抑郁的影响:自尊和反刍思维的链式中介作用[J]. 心理发展与教育, 2019, 35(3): 352-359.
[11]	陈旭, 张大均, 程刚, 胡天强, 刘广增. 教师支持与心理素质对中学生学业成绩的影响[J]. 心理发展与教育, 2018, 34(6): 707-714.
[12]	程刚, 唐昕怡, 牛娟, 李佳佳, 张大均. 中学生家庭社会经济地位与学业成绩的关系:心理素质各维度的多重中介作用分析[J]. 心理发展与教育, 2018, 34(6): 700-706.
[13]	王琦, 俞国良. 刻板印象威胁对学习困难中学生成就动机的影响[J]. 心理发展与教育, 2017, 33(4): 425-432.
[14]	张一波, 张卫, 朱键军, 喻承甫, 陈圆圆, 卢镇辉. 社区暴力暴露与初中生外化问题行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2017, 33(2): 228-239.
[15]	罗云, 陈爱红, 王振宏. 父母教养方式与中学生学业倦怠的关系:自我概念的中介作用[J]. 心理发展与教育, 2016, 32(1): 65-72.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed