心理理论与社会互动方式对初中生社会善念发展的影响

The Effects of Theory of Mind and the Pattern of Social Interactions on the Development of Social Mindfulness in Junior High School Students

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。

The present study examined the developmental characteristics and the relative factors that influenced social mindfulness in junior high school students. In Experiment 1, we investigated the development of social mindfulness in 628 junior high school students(7~9 grades) with different levels of theory of mind(ToM) by employing cartoon vignette and social mindfulness(SoMi) paradigms. In Experiment 2, we recruited 360 junior high school students(7~9 grades) and investigated the effects of the pattern of social interactions and feedback types on social mindfulness of students in different grades by adopting study paradigms of social interaction scenarios and SoMi. The results were as follows:(1) There were no age or gender differences in social mindfulness among the junior high school students, but the students with high level of emotional ToM showed more social mindfulness than those with high level of cognitive ToM in 7 th grade;(2) The 7 th grade students had more social mindfulness under the positive feedback condition, while the 8 th grade students had more social mindfulness under the negative feedback condition. There was no significant difference between the two conditions for the 9 th grade students;(3) In the cooperative situation, the junior high school students had more social mindfulness under the positive feedback, while in the competitive situation, they had more social mindfulness under the negative feedback. The present study implies that social mindfulness is stable across age and gender in junior high school students, but it is affected by theory of mind, the pattern of social interactions, and feedback types.