社会性发展迟滞大学生对社交信息的内隐态度

›› 2020, Vol. ›› Issue (2): 340-346.

社会性发展迟滞大学生对社交信息的内隐态度

林宛儒¹,连榕²,刘建榕³

1. 福建师范大学心理学院
2. 福州福建师大教育学院
3. 福建师范大学

收稿日期:2018-10-31 修回日期:2019-08-09 出版日期:2020-03-15 发布日期:2020-03-20
通讯作者: 刘建榕
基金资助:
社会性发展迟滞大学生的社会信息加工特点研究

Implicit Attitude towards Social Information of College Students with Social Delay

Wan-ru LIN¹,lian rong ³

Received:2018-10-31 Revised:2019-08-09 Online:2020-03-15 Published:2020-03-20

摘要/Abstract

摘要： 本研究目的在于探索社会性发展迟滞大学生对社交信息的内隐态度，通过三个实验分别探讨社会性发展迟滞大学生对社交活动、社交关系和社交自我评价的内隐态度。结果发现，（1）社会性发展迟滞组对群体活动的反应时更短；（2）迟滞组与正常组对师生关系和同学关系的反应没有表现出明显的差异，总体上迟滞组和正常组均对师生关系持消极的内隐态度，对同学关系持积极的内隐态度；（3）迟滞组存在社交自我评价积极偏向，但也对积极评价他人/消极评价自我的反应更敏感，对评价的反应总体上比正常组敏感。结论，社会性发展迟滞大学生对社交活动、社交关系和社交自我评价的内隐态度与社会性发展正常大学生存在部分差异。

关键词: 社会性发展迟滞, 社交活动, 社交关系, 社交自我评价

Abstract: The aim of this research is to explore the social development delay college students’ implicit attitude to social information. And this research discussed their implicit attitude to social activities, social relationship and social self-evaluation through three experiments. The result showed that (1) the response time of the social delay group students to group activity was shorter; (2) there was no obvious difference between the delay group and the normal group on their response to the teacher-student relationship and classmate relationship, and in general, both delay group and normal group students were with negative implicit attitude to teacher-student relationship, while with positive implicit attitude to classmate relationship; (3) there was a positive bias in social self-evaluation in delay development group students, but they contained a more sensitive response to positive evaluation to others or negative evaluation to themselves, and those response to evaluation was overall more sensitive than normal group. To conclude, there are a part of differences between social delay development college students and students with normal social development of their implicit attitude to social activities, social relationship and social self-evaluation.

Key words: social development delay, social activities, social relations, social self-evaluation

林宛儒连榕刘建榕. 社会性发展迟滞大学生对社交信息的内隐态度[J]. , 2020, (2): 340-346.

Wan-ru LIN lian rong. Implicit Attitude towards Social Information of College Students with Social Delay[J]. , 2020, (2): 340-346.

参考文献

[1]Emery, & Gary.(1985). Anxiety disorders and phobias :. Basic Books. [2]Berger, U., Keshet, H., & Gilboa-Schechtman, E. (2017). Self-evaluations in social anxiety: the combined role of explicit and implicit social-rank. Personality & Individual Differences, 104, 368-373. [3]Crick, N.R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children' s social adjustment. Psychological Bulletin, 115(1), 74-101. [4]Downey, G., & Feldman, S. I. (1996). Implications of rejection sensitivity for intimate relationships. J Pers Soc Psychol, 70(6), 1327-1343. [5]Feldman, E.K., & Matos, R. (2013). Training paraprofessionals to facilitate social interactions between children with autism and their typically developing peers. Journal of Positive Behavior Interventions, 15(3), 169-179. [6]Greenwald, A.G., Poehlman, T. A., Uhlmann, E. L., & Banaji, M. R. (2009). Understanding and using the implicit association test: iii. meta-analysis of predictive validity. Journal of Personality & Social Psychology, 97(1), 17-41. [7]Gunther, M.B., Bos, M. G., Crone, E. A., & Mw, V. D. M. (2014). Peer rejection cues induce cardiac slowing after transition into adolescence. Developmental Psychology, 50(3), 947-55. [8]Lee, K., Ashton, M. C., Pozzebon, J. A., Visser, B. A., Bourdage, J. S., & Ogunfowora, B. (2009). Similarity and assumed similarity in personality reports of well-acquainted persons. Journal of Personality & Social Psychology, 96(2), 460-72. [9]Mikami, A.Y., Schad, M. M., Teachman, B. A., Chango, J. M., & Allen, J. P. (2015). Implicit versus explicit rejection self-perceptions and adolescents' interpersonal functioning ☆. Personality & Individual Differences, 86, 390-393. [10]Pandya, S.P. (2017). Spiritual education program for reducing social anxieties and improving social interaction skills among introverted children: a cross-country longitudinal experimental study. Pastoral Psychology(3–4), 1-15. [11]Tanaka, H., & Ikegami, T. (2014). Fear of negative evaluation moderates effects of social exclusion on selective attention to social signs. Cogn Emot, 29(7), 1306-1313. [12]Watson, L.A., Dritschel, B., Obonsawin, M. C., & Jentzsch, I. (2007). Seeing yourself in a positive light: brain correlates of the self-positivity bias. Brain Research, 1152(1), 106-110. [13]黎隽洁.(2002). 影响人际交往的心理原因及其策略. 社会心理科学(2), 9-11. [14]李艺敏, & 李永鑫.(2015). 青少年人际关系能力对社交自卑感和心理健康的影响:社会适应性的作用. 心理科学(1), 109-115. [15]连榕, & 刘建榕.(2014). 社会性发展迟滞大学生人际互动的行为实验研究. 心理与行为研究, 12(5), 627-632. [16]林锦秀.(2010). 自我知觉偏向的心理健康意义及辅导策略. 集美大学学报, 11(2), 54-57. [17]刘建榕, 向松柏, 林宛儒, 王巧芸, & 吴雨薇.(2018). 社会性发展延缓大学生对面部表情识别的实验研究. 中国心理卫生杂志(5). [18]刘建榕.(2012). 大学生社会性发展迟滞的探索研究. (Doctoral dissertation, 福建师范大学). [19]刘文, 韩静, & 张丽娜.(2008). 大学生人际交往能力与心理健康关系的研究. 中国特殊教育, 2008(3), 71-80. [20]吕如敏, & 马怡阳.(2009). 大学生人际关系对生活满意度的影响研究. 山东文学(S4), 90-92. [21]孙利.(2011). 大学生的师生刻板印象与师生关系满意感探究. 湖北第二师范学院学报, 28(1), 82-85. [22]向松柏.(2017). 社会性发展迟滞大学生人际交往不良的社会认知特点及干预——基于dodge的社会信息加工模型. 乐山师范学院学报, 32(4), 113-117. [23]张奇勇, 卢家楣, & 闫志英.(2013). 有人际关系困扰的大学生的内隐心理活动. 中国心理卫生杂志, 27(9), 698-702.