教師對國中智能不足男生助人行為的知覺研究

Teachers' Perception Toward Helping Behavior of the Male Mentally Retarded from Junior High Schools

蘇清守(Ching-Shoou Su)

《教育心理學報》 21期 (1988/06) Pp. 59-76

https://doi.org/10.6251/BEP.19880601.4

摘要

本研究係設計「幫助」和「救助」兩個情境，各請52位國中啓智班和普通班敎師分評啓智生和普通生在各該情境中的助人行爲。
結果發現兩類學生助人認知、情感、行動之間均爲正相關，惟內在的認知和情感之相關高於認知、情感與外在行動的相關，而且知與行的相關受到情境因素的影響。啓智生的助人行動屬情感導向，普通生則屬認知導向，啓智生和普通生均接納助人爲普徧的行爲規範，可是一般的道義判斷和特定的助人行動却少關聯。
啓智生的助人決定深受施受之間互惠關係、親密關係，受助者的求助行動，施助者的踩入現象、觀察楷模，和敎師敎導等因素所影響，普通生同然，只是程度略有差別，助人動機上，大半基於互惠互利，和良心道義，惟普通生的動機層級更高。助人方式上，不論啓智生或普通生，在幫助情境採直接，在救助情境採間接方式爲多。啓智生見人受困，十之七八會生擬情的痛苦，若不相助，十之四五，會感愧疚不安，普通生則更甚。而幫助受謝，對於以後的助人行爲，確實有益，普通生同此。
最後依據研究發現，對啓智生的助人敎育提出七點建議：(1)加强積極性的道德敎育。(2)注重社會行爲的情意敎學。(3)多用情境敎育，輔助知識敎育。(4)運用增進助人決定的因素，控制減低助人决定的變項。(5)提升助人的動機，活用助人的方式。(6)推展人際關係和互惠規範。(7)善用社會增强，鼓勵助人行爲。

並列摘要

The purpose of this study is to investigate the helping behavior of the male educable mentally retarded from junior high schools.Both emergency andnon-emergency situations were deviced, and 52 special class teachers were asked to evaluate the response of their male students if they met these situations The same number of regular class teachers was asked to evaluate their normal students.
The main findings were as follows: 1. They revealed that the correlation coefficient was positive between cognition and affections, cognition and action, and affections and action. But the former's was much higher than the two latters'. They also revealed that the correlation between cognition and action was affected by situational variables. There was low relation between general deontic judgment and specific helping action.
2. The helping behavior of the mentally retarded belonged to affectional orientation, while that of the regular students belonged to cognitional orientation. All of them accepted the concept of ”helping behavior as the universal norm.”
3. The helping decision was deeply affected by (1) reciprocity behavior, and in-group affiliation between the recipient and the helper; (2) help seeking behavior of the person in need; (3) foot-in-the-door phenomenon, and observation of altruistic behavior of the helper; and (4) instructions of the teachers.
4. The helping motivation of most of educable mentally retarded was mutual reciprocity and interests, and personal norm and conscience.
5. Most students adopted the direct method of helping in non-emergency situation, and the indirect method in emergency situation.
6. Three-fourths of the mildly retarded suffered empathic pain when they met the person in distress. Almost half of them felt guilty if they didn't extend help to him. And reinforcement to the help was helpful for the next helping behavior. Finally, some suggestions about positive moral education were proposed.