三至六年级学习不良学生时间分配特点:基于心理账户的视角  

Characteristics of Time Mental Accounting from Third to Sixth Grade Students with Learning Disabilities

作　　者：尹华站 白幼玲 黎钰林 赵心怡 陈思远 占申申 李丹[1,2] YIN Hua-zhan;BAI You-ling;LI Yu-lin;ZHAO Xin-yi;CHEN Si-yuan;ZHAN Shen-shen;LI Dan(College of Educational Science,Hunan Normal University,Changsha 410081,China;Cognition and Human Behavior Key Laboratory of Hunan Province,Hunan Normal University,Changsha 410081,China;School of Business Administration,Hunan University of Finance and Economics,Changsha 410081,China)

机构地区：[1]湖南师范大学教育科学学院,长沙410081 [2]认知与人类行为湖南省重点实验室,长沙410081 [3]湖南财政经济学院工商管理学院,长沙410205

出　　处：《中国临床心理学杂志》2021年第4期671-677,682,共8页Chinese Journal of Clinical Psychology

基　　金：国家自然科学基金面上项目(31671125);教育部人文社会科学项目(16XJC190002)。

摘　　要：目的:采用情景实验,基于心理账户视角系统考察小学三到六年级学习不良学生时间分配特点。方法:研究一使用情景测试材料,选取136名学习不良学生和132名普通学生,测量被试将所得时间分配在学习活动中的比例;研究二使用虚拟情景日程安排表材料,选取94名学习不良学生和104名普通学生,测量被试将自由时间分配在学习活动中的比例。结果:研究一发现,四、五、六年级学生将来源于学习活动的时间分配给学习活动的比值显著高于来源于非学习活动;普通学生将来源于学习活动的时间分配给学习活动比值显著高于学业不良学生,而在非学习活动的时间分配上则相反。三年级学生无上述趋势。研究二发现,四、五、六年级学生将学习日程安排中自由时间分配给学习活动的比值显著低于非学习日程安排中的自由时间;普通学生将学习日程安排中自由时间分配给学习活动的比值与学业不良学生无显著差异,而在非学习安排中的时间分配上则显著高于学业不良学生。结论:四、五及六年级学生已经形成了时间心理账户,其时间分配会受到心理预算影响,但学习不良学生所受影响弱于普通学生。Objective: The study aimed to use situational experiments to compare the differences in time mental accounts between normal students and students with learning disabilities from Third to Sixth Grade. Methods: In experiment 1, 136 learning disabilities and 132 normal students were recruited, and time of students obtained on learning were recorded with situational materials;and in experiment 2, 94 learning disabilities and 104 normal students were operated with virtual scenario schedule materials. Results: In Experiment 1, students from fourth to sixth grade showed more time from learning situation allocated to learning activities than from non-learning situation;normal students showed more time from learning situation allocated to learning activities than learning disability students, but the reverse was non-learning situation. In grade three, there was no significant difference. In Experiment 2, students from fourth to sixth grade showed more time obtained from the learning arrangement scenarios budgets than from non-learning arrangement scenarios budgets;normal students showed more time obtained from the non-learning arrangement scenarios budgets with learning disability students,but there was no significant difference on learning arrangement scenarios budgets. Conclusion: No matter the normal students or the learning disability students, there are time mental accounts in grade four, five and six, and they all have mental budgeting. However, students with learning disabilities are weaker in mental budgeting than in normal students.

关 键 词：学习不良 心理账户 时间心理账户 非替代性 心理预算性 

分 类 号：R395.1[哲学宗教—心理学]