心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2006年
2期
36~39
,共null页
社会比较 学习不良 儿童
社會比較 學習不良 兒童
사회비교 학습불량 인동
social comparison ; learning disabilities ; children
以小学三、四、五年级95名儿童为被试，采用访谈法探讨了小学学习不良儿童的社会比较特点。结果表明：70％学习不良儿童自发地进行上行比较，即群体外比较，其动机为自我提升；学习不良儿童的社会比较和时间比较的频率均低于一般儿童；学习不良儿童的社会比较目标水平显著低于一般儿童，随着年级的升高其目标水平呈不断下降的发展趋势。
以小學三、四、五年級95名兒童為被試，採用訪談法探討瞭小學學習不良兒童的社會比較特點。結果錶明：70％學習不良兒童自髮地進行上行比較，即群體外比較，其動機為自我提升；學習不良兒童的社會比較和時間比較的頻率均低于一般兒童；學習不良兒童的社會比較目標水平顯著低于一般兒童，隨著年級的升高其目標水平呈不斷下降的髮展趨勢。
이소학삼、사、오년급95명인동위피시，채용방담법탐토료소학학습불량인동적사회비교특점。결과표명：70％학습불량인동자발지진행상행비교，즉군체외비교，기동궤위자아제승；학습불량인동적사회비교화시간비교적빈솔균저우일반인동；학습불량인동적사회비교목표수평현저저우일반인동，수착년급적승고기목표수평정불단하강적발전추세。
The present study examined the characteristics of social comparison of children with LD with 95 children of primary school from grade 3 ～ 5, applying the method of interview. The results showed that ： （ 1 ） seventy percent of children with LD spontaneously compared the academic performance with that of their normally achieving children, which was outgroup comparison, their motive was self-improvement; only six percent of children with LD compared their academic performance with that of their poorer achieving peers, their motive was self-enhancement; （2） the frequency of social comparison and temporal comparison of children with LD was significantly lower than that of normal children, which indicated that the children with LD not only avoided social comparison, but neglected the temporal comparison; （3）the target level of social comparison of children with LD was significantly lower than that of normal children, and the target level of social comparison of children with LD declined from grade 3 ～ 5, showing that the higher grade, the stronger self-protection.
