中小学生人际信任、成就动机及其与合作倾向的关系研究

A Study on the Relationship among Children's Interpersonal Trust,Achievement motive,and cooperative behavior tendency

目的:旨在揭示中小学儿童的人际信任、成就动机水平及其与合作倾向之间的关系。方法:运用马基量表、人际信任量表、成就动机量表和合作倾向评价表对553名3-8年级学生进行测查。结果:l,初中男女生在人际信任水平上出现明显分化。2,男生追求成功的动机和避免失败的动机随年龄增长出现下降趋势,女生追求成功的动机下降,避免失败的动机上升。3,追求成功的动机与合作倾向有显著正相关。结论:与人际信任水平相比,成就动机在儿童合作倾向的评价中发挥了更大的作用。

Cooperation is a complex interaction which plays an important role in the development of child socialization. Cooperation may have two or more independent individuals, who possess motivations to work, play or learn together. The study on cooperative behavior can be retrospected to the late 19th century. Most previously related studies focused on adult cooperation mechanism through experimental models of social dilemmas, or focused on the development of child cooperative behavior through game and activity observation. To explore the relationship among children＇s interpersonal trust, achievement motivation, and the tendency of cooperation behavior and attitude, 553 Grades 3 - 8 students （between 8 and 14 years of age） were recruited in the study. The present study applied the Achievement motive scale, the Children＇s Machiavellism scale （Kiddies Mach）, the Interpersonal Trust Scale, the Cooperative Behavior and Attitude Questionnaire were administrated to the participants by self - rated and peer rated modes, respectively. The results showed that： （1） there was a polarization trend in Children＇s attitudes toward human nature when they enter into junior high schools. Boys＇ trust scores were stable, but girls＇ trust score is fluctuant; Boys＇ Machiavellism scores were higher than girls which mean boys preferred a clever or skillful trick; The interaction between age and genders had a significant influence on the level of interpersonal trust（ F= 3. 374, p =. 005）, and boys in high grades were better than those of girls, while girls in low grades were better than those of boys. （2） There was not a significant sex difference in the development tendency of achievement motive, but significant age differences were found in the level of achievement motive of primary and secondary students（ FMr = 3. 626, p =. 003; FMf= 3. 270, p =. 007）. As children grow older, the levels of achievement motive in approaching success were lower. Boys＇ achievement motive levels in approaching success and avoiding failure were both decreased; girls＇ achievement motive levels in approaching success were decreased, while the levels of achievement motive in avoiding failure were increased with age. We found that girls＇ achievement motive level were precarious and different with age. （3） There was no relation between children＇s Machiavellism scores to the tendency of cooperation behavior and attitude. The connections between the interpersonal trust scores and peer rated children cooperative tendency were not significant, hut self - rated tendency of cooperation behavior and attitude were found to be positively correlations with interpersonal trust scores. The level of achievement motive in approaching success was positively correlated with children＇ s cooperative tendency and ability, and the level of achievement motive in avoiding failure was negatively correlated with self- rated cooperative tendency. Finally, we arrived at a Conclusion： Even though both interpersonal trust and achievement motives played an important role in children＇s cooperation behaviors, the influences of achievement motives were more important than those of interpersonal trust.