二至六年级学生目标投入的想象干预研究—儿童自我表征发展透视

doi:10.16382/j.cnki.1000-5560.2007.04.010

摘要/Abstract

摘要：

本研究尝试从关系自我发展角度, 对2—6年级学生的目标投入进行想象干预实验, 旨在探索目标投入干预手段, 进而透视儿童自我发展特征。各年级被试由四个实验组和1个控制组组成。四个实验组分别从自己父母老师好朋友四种角度, 想象目标实现时的感受。实验结果表明, 不同年级儿童想象干预效果在一定程度上反映了自我表征取向的发展变化。通过想象自己和重要他人对自己目标实现与否的反应, 能够有效促进儿童的目标投入。

关键词: 目标投入, 关系自我, 想象干预

Abstract:

中图分类号:

B844

李晓文. 二至六年级学生目标投入的想象干预研究—儿童自我表征发展透视[J]. 华东师范大学学报(教育科学版), 2007, 25(4): 52-60.

晓文李. [J]. Journal of East China Normal University(Educational Sciences), 2007, 25(4): 52-60.

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二至六年级学生目标投入的想象干预研究—儿童自我表征发展透视

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