初中生亲社会行为的干预实验

The Intervention Experiments on the Prosocial Behaviors of Junior Middle School Students

目的:探讨初中生亲社会行为的干预内容及方法。方法:用自编量表对实验班和控制班的亲社会价值取向和亲社会行为进行前测,以班级管理为途径,通过心理活动课、主题班会等干预形式,借助榜样示范、移情训练、价值澄清、行为训练等具体方法,对实验班学生的亲社会行为进行干预训练,对控制班学生不施加任何专门的干预。三个月后用自编量表对两班进行实验后测。结果:干预前实验班学生的价值取向在三种类别上的人数分布与控制班学生存在显著差异(P=0.005),表现为利他取向者少于控制班,而难以判断者多于控制班,但干预后两班差异不显著(P>0.05);干预后实验班组内价值取向人数分布亦发生显著变化(P=0.027),表现为利他取向者人数增加,难以判断者人数减少,而控制班前后测差异不显著(P>0.05);干预前实验班学生的亲社会行为总分及调节、利他、习俗、公正和控制维度得分均低于控制班学生(如,总分:28.8±6.5/34.5±6.3,P(0.001),干预后实验班的分享得分高于控制班(4.7±1.0/4.1±1.4,P=0.005);实验班除公正外,其余得分均是干预后高于干预前(如,总分:35.6±5.5/28.8±6.5,P(0.001),而控制班干预前后差异均无显著性(均P>0.05)。结论:以班级为单位对初中生的亲社会行为进行综合性的教育干预是可行的和有效的。

Objective： To discuss the intervening contents and methods of prosocial behaviors of junior middle school students. Methods： Before the experiment, the prosocial values orientation and behaviors of the students in experimental class and control class were tested by a self-made scale and the results were recorded. During the experiment the prosocial behaviors of the students in experimental class were intervened in the way of class management, such as psychological courses and class meetings, and the specific methods included model-learning, empathy training, value clarification, behavior training. Students in the control class were not intervened at all. After three months the prosocial value orientation and behaviors of the students in the two classes were tested again by a self-made scale. Results： Before intervention, the prosocial value orientation of students in experiment class was significant different from that in control class in three categories （P = 0. 005 ） . Experimental class had fewer students in the altruism-oriented and more students in the hard-to-judge. After intervention, the significant changes in each category could be found in experimental class （P =0. 027） with increased number of students in ＂ altruism-oriented＂ and decreased number of student in ＂ hard-to-judge＂, whereas there was no significant change in control class （P 〉0. 05 ） . Before the experiment, students in experimental class got lower total scores （28. 8 ±6. 5/34. 5 ±6. 3, P 〈 0. 001 ） in prosocial behavior test and lower scores in subitems of adaptation, altruism, custom, justice and control, compared to control class. After intervention, the scores of sharing of experimental class were higher than that of control class（ 4. 7 ± 1.0/4. 1 ± 1.4, P = 0. 005 ） . In experimental class, students got higher scores in all items （ total scores： 35.6 ± 5.5/28.8 ± 6. 5, P 〈 0. 001 ） except justice after intervention. In control class there was no significant change after intervention （ P〉0. 05 ） . Conclusion： Comprehensive and positive intervention on prosocial behaviors of junior middle school students may be feasible and effective.