國中學生的助人行為及其在道德教育上的涵義

The Helping Behavior of Junior High Shool Students and Its Implications in Moral Education

蘇清守(Ching-Shoou Su)

《教育心理學報》 23期 (1990/06) Pp. 99-118

https://doi.org/10.6251/BEP.19900601.5

摘要

本研究在設計助人情境並編製助人行爲與敎育問卷，採實驗、測驗和內容評估法，研究國中生的助人歷程和助人敎育。結果發現國中生助人行爲受情感和責任所引導，而且助人行爲因情境而異：幫助情境和救助情境有別，虛擬情境和眞實情境不同，惟男女差異不大。助人動機多爲同情，方式多爲直接，不助多因不知方法，並感到助人心安、不助不安，助人決定多受情境特質所影響。助人行爲因正增強而增進，父母爲關鍵人物，敎育重點在培養同情和勇氣。家庭敎育、同儕互動、學校敎育、社會敎育均裨益助人行爲。最後根據研究所得提出施敎的建議，以增進德育效果。

並列摘要

The purpose of this study is to investigate the junior high school students' helping behavior. Both emergency and non-emergency situations were arranged, and 320 subjects were divided into two groups. The experimental group were observed in real helping situation, and the control group were asked to fill out questions of hypothetic situations.
The main findings in this study were presented as follows:
1. The helping action:(1) The ratio of aiding the physically handicapped in non-emergency situation was much more than that of saving the weak in emergency situation. (2) The correlations between helping action and deontic choice, judgment of responsibility, helping cognition, helping affection were different in situations. (3) The first reason to give help was sympathy, the second was conscience, to be followed by reciprocity, comformity, empathic pain. (4) The methods to help, the reasons and responses for not giving help were different in situations. (5) The subjects felt good if extending help, but felt bad if not extending help, especially the girl students and the experimental group. (6) Positive reinforcement promoted the helping behavior.
2. The helping decision:(1) The factors of sex, immanent justice, religious activity, and social norms of the helper didn't affect the helping action. The factors of birth order, helping tendency, self-image, and perception of ability affected half of the subjects’ helping behavior. (2) The factors of familiar, reciprocal, and compensatory relations between the potential helper and the recipient reinforced the helping decision. The girl students who met the opposite sex were hard to make helping decision, but easy to do so through compensatory relations. (3) The factors of help seeking behavior, dependency of the recipient, the foot-in-the door phenonmenon, observation of the model and positive mood of the helper reinforced the helping decision. The girl students' helping decision was much affected by the observation of model, and diffusion of responsibility than the boy student'’.
3. The helping education: (1) The significant persons in helping education were parents, peers, and teachers. (2) The point of emphasis of helping education was cultivating empathy and courage and promoting the friendship and relations. (3) The helping models of parents, the assignment of responsibility in group, the mutual helping and encouragement among peers, the teaching of basic virtues, the demands to do one good deed a day, the praise of r good people and good deeds]' the report of helping events, and the promotion of courtesy movement could increase the helping behavior. But the safety education decreased half of the students' helping behavior. (4) The best method to cultivate helping behavior was modeling combined with teaching at home, and role playing in the classroom.
Finally, some suggestions about moral. education were postulated.