初中生延迟满足的实验研究.pdfVIP

论 文 摘 要 延迟满足能力反映了个体在面临诱惑时控制自己的即时冲动,并且专注于更 有价值的长远目标的自我调节能力。而初中生的延迟满足能力更多的体现在其放 弃即时的诱惑满足，着眼于较长远的学业成就，同时这也是初中生学习毅力的体 现。因此，如何让初中生控制即时的满足冲动，更好地对自己的行为加以控制和 调节，是教育者急于解决的问题。为了明晰初中生延迟满足的特点，促使初中生 将精力更多的集中在学习中，本研究模拟初中生生活中的诱惑环境，以“背诵英 语单词”为实验任务，“上网时间”作为奖励刺激，进行了深入探讨： 研究一主要探讨探讨学业不良学生和学业优秀学生在三种不同情境条件下 （单一团体操作、混合团体操作和个体操作）延迟满足能力的特点。结果发现： 较多的初中生选择即时满足而非延迟满足；不同性别、不同年级、不同被试变量 的初中生的延迟满足能力存在显著差异。不同情境水平的初中生在延迟满足能力 上存在显著差异，单一团体操作中的延迟满足能力高于混合团体操作和个体操作 中的延迟满足能力，个体操作与单一团体操作、混合团体操作之间均没有差异。 研究二在研究一的基础上，对初中生被试进行不同类型的情绪和认知提示， 发现初中生在经过积极的情绪与内部认知活动的提示后，延迟满足能力优于在消 极的情绪提示和无任何提示组。 关键词：初中生，延迟满足，情绪和认知提示 I ABSTRACT Delay of gratification ability reflects the individual ability to control their immediate gratification and focus on the more valuable long-term goal in facing of temptations. For the junior students, it means giving up their immediate satisfaction but paying attention on the longer-term academic achievement. In other words, it is the embodiment of middle school students to learn perseverance. So, how to help students restrain the immediate impulse and regulate the behavior effectively is a difficult problem to educators. This study was designed to clarify the characteristics of middle school students on meeting the delay. There was a simulated situation about middle school students’ life. The task was to recite English words, and the extrinsic reward satisfaction was free on line. The first examination compared the delay of gratification in different environments (single groups operation, mixed groups and individual operation) between students with Learning Disabilities and excellent learning students. The experimental results showed that more students choose instant gratification rather than the delay of gratification.