死亡教育和教育工作者:态度,焦虑和未来时间视角的作用
Lea Ferrari1, Teresa M Sgaramella1, Ines Testoni1
1Department of Philosophy, Sociology, Education, and Applied Psychology, University of Padova, Padova, Italy.
Death studies
|April 9, 2025
概括
了解人们对死亡的看法会影响他们对死亡的了解. 这项研究表明,对死亡的负面看法可能会阻碍未来的思考,影响死亡接受和对死亡教育的开放性,特别是对于正在接受培训的教育者.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 恐怖管理理论为了解个人如何应对生存问题,包括死亡,提供了一个框架.
- 在教学课程的大学生可能有独特的观点死亡,因为他们的未来的角色作为教育工作者.
研究的目的:
- 调查死亡表征对教育学生对死亡教育的开放性的影响.
- 分析未来时间视角 (FTP) 和死亡焦虑在这种关系中的调解作用.
主要方法:
- 该研究利用恐怖管理理论来检查死亡表征,FTP,死亡焦虑和对死亡教育的开放之间的相互作用.
- 参与者是教学和教育学位课程的大学生.
主要成果:
- 将死亡描述为彻底的灭绝会对FTP产生负面影响,导致未来的思考减少,死亡焦虑增加,死亡接受度降低.
- 当FTP被保存时,死亡拒绝会减少,但对死亡教育的开放性不会增加,这表明近接防御激活.
- 当死亡表征限制FTP时,死亡思想就会出现,促使人们渴望死亡教育途径并激活远部防御系统.
结论:
- 解决学生对死亡的表现对于促进对死亡教育的接受和开放至关重要.
- 发展一个健康的未来的时间视角是必不可少的,特别是在教育工作者培训计划.
- 干预措施应考虑由死亡表示和FTP影响的防御激活的双重路径 (近距离与远距离).
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