初中生歸因風格及其與公共物品困境中合作行為的關(guān)系

1、學校代碼：10270 分類號：B844 學號：132200412 碩 士 學 位 論 文 初中生歸因風格及其與公共物品困境中合作行為的關(guān)系 學 院 ： 教 育 學 院 專 業(yè) ： 發(fā) 展 與 教 育 心 理 學 研 究 方 向 ： 兒 童 社 會 性 發(fā) 展 研究生姓名 ： 陳 曉 梅 指 導 教 師 ： 崔 麗 瑩

2、 完 成 日 期 ： 2 0 1 6 年 5 月 Abstract Shanghai Normal University Master's Thesis II Abstract Attributional style is a stable cognitive tendency of

3、 how people explain the events and the behavior in their life. The positive attributional style helps improving self-recognition and self-efficacy. Cooperation, which was considered as a significant social interaction, i

4、s an important part of social development. The middle school students could develop their ability by communicating with others. This study is consist of two parts. Research1 examined the characteristic of middle school

5、students’ attributional style by the attributional style scale (Wenbing, Shuqiao, 2003). The total 905 sample students(451girls and454boys)came from five middle schools in Shanghai. Results showed that (1)Middle school s

6、tudents’s attributional style for positive events was different from the style for negative events, They attributed positive events to internal, persistent, global; and also they attributed negative events to internal, t

7、emporary, local. (2)Boys’ global-local score was significantly higher than girls’ in positive events; but boys’ persistent-temporary score was significantly lower than girls’ in negative events. Research2 investigated th

8、e relationship of middle school students’ attributional style and cooperative behavior. Participants were 100 middle school students, selected from8grade. They engaged in a simulation of public goods dilemma. Results sup

9、ported that (1) Moral punishment can effectively elicit expectation and cooperative behavior of middle school students. However, this effect isn’t permanent. When researcher undoes moral punishment, expectation and coope

10、rative behavior will decrease. (2)When students were in moral punishment situation, positive persistent-temporary score was significantly and positively correlated with expectation, as well as cooperative behavior. It me

11、ans that as the persistent-temporary score increases, cooperative expectation and behavior will improve. Negative internal-external score was significantly and positively correlated with expectation, as well as cooperati

12、ve behavior. Negative global-local score was correlated significantly and negatively with expectation, the same as cooperative behavior. It means that the higher persistent-temporary score is, the higher expectation and

13、cooperative behavior is. Three dimensions weren’t significantly correlated with cooperative expectation and behavior in the moral punishment situation. (3)Cooperative expectation is a mediation variable between middle sc