如何,何时以及为什么能力变得社会化:研究儿童的同情心和亲社会行为在背景下
Simone Roerig1, Floryt van Wesel2, Sandra J T M Evers3
1Faculty of Behavioural and Movement Sciences, Department of Clinical Neuro- and Developmental Psychology, VU Amsterdam, Amsterdam, Netherlands.
Frontiers in psychology
|July 7, 2023
概括
这项研究通过整合心理学,教育和人类学来探索儿童的同情心. 研究结果揭示了个人认知同情如何与课堂动态中的群体表达有关,突出了跨学科研究的价值.
科学领域:
- 跨学科的社会科学研究.
- 儿童心理学和儿童发展
- 教育人类学教育人类学
背景情况:
- 儿童的同理心是复杂的,涉及认知能力和社交表达.
- 了解个人和团体同理心之间的相互作用对于发展至关重要.
- 传统研究往往孤立学科观点,限制整体理解.
研究的目的:
- 为了研究认知同情和儿童群体同情表达之间的关系.
- 探索个人的同情能力如何与教室的社会动态保持一致.
- 利用跨学科的方法,全面了解儿童的同情心.
主要方法:
- 混合方法方法结合了定性和定量数据.
- 在三个不同的学校教室中进行的研究.
- 参与组包括77名9-12岁的儿童.
主要成果:
- 跨学科的方法为同理心动力学带来了独特的见解.
- 揭示了基于规则和基于同情心的亲社会行为之间的相互作用.
- 展示了个人,社区,同行和学校文化之间的联系,以及同情能力.
结论:
- 一个跨学科的方法提供了一个更丰富的理解儿童的同情心.
- 这些发现鼓励在社会科学领域进行更广泛,跨学科的研究.
- 共感的发展受到认知,社会和文化因素的影响.
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