Диссертация (1168706), страница 32
Текст из файла (страница 32)
Social intelligence − empathy =aggression? Aggression and Violent Behavior. 2000, Vol. 5, № 2, P. 191-200.doi:10.1016/S1359-1789(98)00029-9.158.Bond C, Titus L. Social fasilitation: a meta-analysis of 241 studies//Psychological Bulletin 1983, Vol. 94, No. 2, -p. 265-292.159.Buck R. Motivation, emotion and cognition: A developmental-interactionistview.
K.N. Strongman (Ed.). International Review of Studies on Emotion V.T.Chichester. Wiley, 1991.160.Cannon, W. B. The James-Lange theory of emotion: a critical examinationand an alternative theory. - Amer. J. Psychol., 1927, v. 39, N 1 - 4. "embo Т. DerArger als dynamisches Problem. - Psychol. Forsch., 1931, Bd. 15. " f f у Е. Leeper's«Motivational theory of emotion». - Psychol. Rev., 1948, v, 55, N 6. •lodge F. A.The emotions in a new role. — Psychol. Rev., 1935, v. 42, N 6.
27 Библиотекаhttp://www.koob.ru186161.Cantor N., Harlow R. Social intelligence and personality. Flexible life-taskpursuit. Personality and intelligence. Eds. R.J. Sternberg, P. Ruzgis. Cambridge,U.K.: Cambridge University Press, 1994, p.137-168.162.Crick, N.R. Dodge, K.A. (1994) A review reformulation of socialinformation-processing mechanisms in children’s social adjustment. PsychologicalBulletin. 115, 74-101.163.Cline S., The independent learner. A Guide to Creative independent Study,D.O.K.
Publishers EAST AURORA, NY 14052, 1986. 84 c.164.Chapin F.S., The Social Insight Test. Palo Alto, CA: ConsultingPsychologists Press, 1967, 242 p.165.Dodge K.A., Coie J.D. Social-information-processing factors in reactive andproactive aggression in children’s peer groups. Journal of Personality and SocialPsychology. 1987. 53(6). pp. 1146—1158.166.Dodge K.A., Lansford J., Burks V., Bates J.E., Pettit G., Fontaine R..
Peerrejection and social information-processing factors in the development ofaggressive behavior problems in children. Child Development. 2003. 74. pp. 374—393.167.Earley, P.C., & Ang, S. (2003). Cultural intelligence: Individual interactionsacross cultures. Palo Alto, CA: Stanford University Press.168.Feshbach N. D., Roe K. Empathy in 6- and 7-year-olds.
- Child DeveL, 1968,v. 39.169.Forgas J. P., Bower О. Н. Mood effects on personality - perceptionjudgments. - Journal of Personality and Social Psychology, 1987, 53 (1), p.53-60.170.Frujda N.H., Zammuner V.L. Etichettamento delle proprie emotioni G. ital.psicol. 1992, Vol. 13, № 3.171.Goldberg C. Why Hamlet could not love. Psychoanal and Psychother.Intelligence. 1991.
Vol. 9. №1.172.Goleman D. Sex Roles Reign Powerful as Ever in the Emotions //The NewYork Times, August, 23, 1988.187173.Green F., Schneider F. Age differences in behavior of boys on threemeasures of altruism. - Child Devel., 1974, v. 45.174.Handbook of cultural intelligence: Theory, measurement, and applications.Eds. S. Ang, L. van Dyne. New York: Routledge, 2015, 414 p.175.Izard С.
Е. The structure and functions of emotions: Implications ofcognition, motivation and personality. - In: 1. S. Cohen (Ed.). The G. Stanley HallLecture Series. - Washington, D.C., American Psychological Association, 1989,Vol. 9, p.35-73.176.Kaukiainen, A., Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C.,Rothberg, S., & Ahlbom, A. (1999). The relationships between social intelligence,empathy, and three types of aggression.
Aggressive Behavior, 25, р.81-89.177.Kosmitzki C., John O.P. The implicit use of explicit conception of socialintelligence. Personality and Individual Differences. 1993, Vol. 15, № 1. p. 11-23.doi:10.1016/0191-8869(93)90037-4.178.Lazarus R. S. Emotion as coping process.
- In: Arnold M. B. (ed.). The natureof emotion. -Baltimore.; 1968.179.Malatesta С. Z. The role of emotions in the development and organization ofpersonality. - In: R. Thompson (Ed.). Socioemotional Development. - NebraskaSymposium on Motivation, 1990, p.1-56.180.Masters J. С.
Effects, of social Comparison upon the imitation of neutral andaltruistic behaviors by young children. — Child Devel., 1972, v. 43, N. 1.181.Mayer J. D., Di Paolo M., Salovey P. Perceiving affective content inambiguous visual stimuli: a component of emotional intelligence // Journal ofPersonality Assessment. 1990.
Vol. 54, NN 3, 4. p. 772 - 781.182.Mayer J., Salovey P., Caruso D. Mayer-Salovey-Caruso EmotionalIntelligence Test MSCEIT. User’s Manual. Toronto, Canada: Multi-HealthSystems, 2002, 109p.183.Mayer J.D. Emotional Intelligence: Key Readings on the Mayer and SaloveyModel. John D. Mayer; Eds. Marc A. Brackett, Peter Salovey. Port Chester, NY:National Professional Resources, 2004, 329 p.188184.Mayer J.D. Emotional Intelligence: Popular or Scientific Psychology. N.Y.,2005. 368 р.185.Mayer J.D., Salovey P. Emotional Intelligence.
Electronic Journal ofResearch in Educational Psychology. ISSN. 1696-2095. No 15, Vol 6 (2) 2008,p.421-436.186.Meijs N., Cillessen A.H.N., Scholte R.H.J. et al. Social Intelligence andAcademic Achievement as Predictors of Adolescent Popularity // Journal of Youthand Adolescence.
2010. Vol. 39. p. 62-72.187.Murphy L. B. Social behavior and personality sympathy. N. Y.; 1937.188.Nowrer О. Н. Learning theory and personality dynamics. N. Y.; 1950.189.O’Connor P., Nguyen J., Anglim J. Effectively Coping With Task Stress: AStudy of the Validity of the Trait Emotional Intelligence Questionnaire-Short Form(TEIQue-SF), Journal of Personality Assessment. 2017, Vol. 99, № 3. p.304-314.190.Pabian S., Vandebosch H. Developmental trajectories of ciber(bullying)perpetration and social intelligence during early adolescence. Journal of EarlyAdolescence.
2016. Vol. 36(2). p. 145–170.191.Payin W. A Study of Emotion: Developing Emotional Intelligence, Self-integration, Relating to Fear, Pain and Desire. UMI, 1985 – 934 p.192.Papez I. W. A proposed mechanism of emotion. - Arch. Neurol. Psychiat.,1937.193.Peeters M., Cillessen A., Scholte R. Clueless or powerful? Identifyingsubtypes of bullies in adolescence. Journal of Youth and Adolescence. 2010, Vol.39, № 9, p. 1041-1052. doi:10.1007/s10964-009-9478-9.194.Plutchik R.
Emotion in the context of evolution. - In: Emotion: Apsychoevolutionary synthesis. - NewYork, Harper & Row, 1980, p.119-127.195.Razaei A., Mousanezhad Jeddi E. Relationship between wisdom, perceivedcontrol of internal states, perceived stress, social intelligence, informationprocessing styles and life satisfaction among college students. Current Psychology.2018. Vol.
1. p. 1-7. https://doi.org/10.1007/s12144-018-9804-z.189196.Resenhan D. L., Underwood В., Moore B. Affect moderates self-gratification and altruism - J. Pers. Soc. Psychol., 1974, v. 30.197.Riggio, R. E., Murphy, S. E., & Pirozzolo, F. J. (Eds.). (2002).Множественные интеллекты и лидерство. Mahwah, NJ: Lawrence ErlbaumAssociates.198.Savenkov, A..
Theoretical Model of Preschoolers’ Social IntelligenceDevelopment. // EC Psychology and Psychiatry 8.3 (2019): - p. 206-211.199.Selfand other-focused emotional intelligence: Development and validationof the Rotterdam Emotional Intelligence Scale (REIS) / K.A. Pekaar, [et al.].Personality and Individual Differences. 2018. Vol. 120.
p. 222-233. doi:10.1016/j.paid.2017.08.045200.Social Intelligence and Academic Achievement as Predictors of AdolescentPopularity / N. Meijs [et al.]. Journal of Youth and Adolescence. 2010. Vol. 39. №1. p. 62—72. doi:10.1007/s10964-008-9373-9201.Staub E. The use of roleplaying and induction in children's learning ofhelping and sharing behavior — Child Devel., 1971, v. 42, N. 3.202.The development of emotional intelligence in adolescence.
I. Esnaola [et al.].Anales de psicología. 2017, Vol. 33, № 2, р.327-333.203.The moderation role of social intelligence in explaining attachment style andemotional intelligence among young adults. Электронный ресурс. M. Anwer [etal.]. Pakistan Journal of Psychology. 2017. Vol. 48. № 2. p. 3-20.URL:http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=129038835&lang=ru&site=ehost-live (дата обращения: 16.05.2018).204.The relationships between social intelligence, empathy, and three types ofaggression. Электронный ресурс. A. Kaukiainen [et al.]. Aggressive Behavior.1999. Vol. 25. № 1.
p. 81-89. URL: https://onlinelibrary.wiley.com/doi/epdf/10.1002/%28SICI%29109837%281999%2925%3A2%3C81%3A%3AAID-AB1%3E3.0.CO%3B2-M (датаобращения: 16.05.2018).190205.Turner W. D. Altruism and its measurement in children. - J. Abn. Soc.Psychol., 1948, v. 43.206.Wechsier D. The measurement and appraisal adult intelligence (4-th edn),1958. -135 p.207.Yarrow M. R., Scott P. M., Mascler С L. Learning concern for others. —Devel. Psychol., 1973, v. 8, N.
2.191Приложение А«Понимание мотивов социального поведения других людей»Таблица 13ЭкспГруппаN=<A>maxminA1233233332323223332233233233322302.60032До эксперA2333333222333333323332323233232A3343333333333333232332233323232Asum81098998879898898878977897897862.700322.800428.100106Rij111232-0.089130.0860.1831Таблица 14КонтрГруппаA13433332323332323323333333433A23322323233233433333232432323До эксперA33422233233323332333334332433Asum9117788878988810889898991097118919231<A>maxmin2.83341322.73342322.83342958.400115Rij1112320.067130.3110.2661Таблица 21ЭкспГруппаA1544535433454354345445454354554A2544544544545555444554454454445После эксперA3554545555455454555535545355545Asum151312151114141212131414121513121315141214131413101513141314<A>maxmin4.167534.433544.6335313.2671510Rij1112320.168130.288-0.1371Таблица 22КонтрГруппаA1342324223323243334333A2442433323433343232344После эксперA3343332333343343323323Asum1012710898791099812988999101933422434433533534323332534329128714912107Набор критериев:A1 - Идентификация базовых эмоцийA2 - Способность к сопереживаниюA3 - Склонность к психическому заражениюAsum= A1+A2+A3<A>maxmin3.000423.233523.033529.267147Rij1231120.454130.2780.4271194Сравнение по виду гистограммДо экспериментаЭксперим.
группаКарманЧастота1020304050617681399101110120130140150160170180Еще0Контр. группаКарманЧастота1020304051607481299102112120130140150160170180Еще0Сравнение групп до эксперимента1412Частота1086420123456789 10 11 12 13 14 15 16 17 18эксп группа0Контр Группа 000000001106 13 94 12 9120200000000000000195После экспериментаЭксперим. группаКарманЧастота102030405060708090101111126138149155160170180Контр. ГруппаКарманЧастота1020304050607486910105110124130141150160170180Сравнение групп после эксперимента1210Частота86420123456789 10 11 12 13 14 15 16 17 18эксп группа0Контр Группа 00000000000040 0 16 10 51064809150000000196Эксп. группа до и после эксперимента1412Частота1086420123456789 10 11 12 13 14 15 16 17 18до эксперимента 0после экспер000000000106 13 90 0 0110106080905000000Контр. группа до и после эксперимента1412Частота1086420123456789 10 11 12 13 14 15 16 17 18до эксперимента 0после экспер000000010004 12 9 24 6 10 52004000100000000197Сравнение по t-критерию СтьюдентаГруппы до экспериментаДвухвыборочный t-тест с различнымидисперсиямиT13T14deltaСреднееДисперсияНаблюденияГипотетическаяразность среднихdft-статистикаP(T<=t)одностороннееt критическоеодностороннееP(T<=t)двухстороннееt критическоедвухстороннее8.18.40.782759 1.4896553030-0.3053-1.090030.1403161.6741160.2806312.005746Группы после экспериментаДвухвыборочный t-тест с различнымидисперсиямиТ21Т22delta13.266 9.2666Среднее676741.5816 2.9609Дисперсия092Наблюдения3030Гипотетическаяразность средних0df53t-статистикаP(T<=t)одностороннееt критическоеодностороннееP(T<=t)двухстороннееt критическоедвухстороннее10.279491.59E141.6741163.18E142.005746Эксп.
![](https://s.studizba.com/z.php?f=/templates/si/i/noavatar.png&w=100&h=100&t=1"){kind=avatar}
