摘要
本文主要探讨挫折情境对教师的触发性转向攻击行为的启动是否受教师复原力水平的影响。研究结果显示,在有触发性启动的情境下,经过挫折情境的被试比没有经过挫折情境的被试更具有攻击性反应,而在没有触发性启动的情境下是否经历过挫折情境对被试的攻击性没有影响;在触发性启动的情境下,高复原力的被试不会出现触发性转向攻击行为,而低复原力的被试会表现出触发性转向攻击行为。研究得出结论,在挫折情境下,教师会存在触发性转向攻击行为;复原力对触发性转向攻击行为具有一定的调节作用,当教师复原力水平较高时,可以抵消部分触发性转向攻击行为。
This paper try to explorewhether the priming of frustration situation on triggered displaced aggression is influenced by teacher＇s resilience. Then we found that, （1） In the triggered situation, teachers who through the frustration situation have more aggression than who not. In no triggered situation, whether through the frustration have no difference. （2） In the triggered situation, the high resilience of the subjects will not have triggered displaced aggression, while low resilience sub- jects have the triggered displaced aggression. So the paper makes the conclusion as ： （ 1 ） In the frustration situation, trig- gered displaced aggression will be primed in teachers. （2） Resilience can influence the trigger displaced aggression, when the teachershave the high level resilience, theycanoffset part of the trigger displaced aggression.
出处
《教师教育研究》
CSSCI
北大核心
2017年第3期63-68,共6页
Teacher Education Research
基金
2011年度北京市教育科学规划重点课题(AIA11157)
中央高校基本科研业务费专项资金资助(SKZZB2015005)
关键词
触发性转向攻击行为
复原力
教师复原力
triggered displaced aggression, resilience, teacher＇ s resilience
