10-16歲兒童誠信價值觀現(xiàn)狀的心理學(xué)研究.pdf

1、上海師范大學(xué)碩士學(xué)位論文10-16歲兒童誠信價值觀現(xiàn)狀的心理學(xué)研究姓名：李勝男申請學(xué)位級別：碩士專業(yè)：發(fā)展與教育心理學(xué)指導(dǎo)教師：岑國楨2003050110 16 歲兒童誠信價值觀現(xiàn)狀的心理學(xué)研究 3A Research on the “Cheng Xin” Value of Children at the age from 10-16 Year-old Abstract This research was based on t

2、he theory of the formation process of value, which was put forward by Value Clarification. In the research a questionnaire was used with 403 primary and middle school students aged from 10

3、to 16 year- old as subjects and four moral situational stories were compiled as stimulus materials to study “Cheng Xin”. A real situation about “Cheng” was also designed as well. The results were as f

4、ollows: (1) The 10,12,14- year- old children had the value indicators of cognitive-judgment, acting- incline, affective- experience and behavior- repeating- trend. The 16- year- old children had the value indicators of

5、cognitive- judgment, acting- incline and behavior- repeating- trend, their scores on the aspects of cognitive- judgment, acting-incline and affective- experience were less than others, and their score on behaving- repea

6、ting- trend was higher than others. (2) Comparing the two different project situations, the scores of all subjects at different ages were higher in the “role- taking project” one than in the “general project” one. (

7、3) Comparing the two incentive situations, the acting- incline was worse in the “having incentive” situation than in the “having no incentive ” one, the affective - experience of children at age of 10-year- old had no d

8、ifference between the two situations, and the affective- experience of children at age of 12-year- old and 14- year- old were much positive in the “having no incentive” situation than in the other, and the children at th

9、e age of 16-year- old was more positive in the “having incentive” situation than in the other. (4) Comparing the behaviors in the real situation with the cognitive- judgment and the acting- incline in the ques

10、tionnaire, there were differences between them. (5) No sex differences were found in the research except on the cognitive-judgment on “Cheng Xin”. (6) There were differences between the two stories about “Cheng”,