童年恐惧影响下人类行为刻板印象的形成

T. Shcherban, І. Bretsko, Viktoriya Varga
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引用次数: 1

摘要

这项研究的相关性是由于个体的情感和智力发展之间存在关系。一个人在情感发展过程中的消极变化导致他们无法使用其他结构,特别是智力,因此无法和谐发展。作为一种基本情绪,恐惧是情绪场的一个组成部分,就像喜悦、悲伤和愤怒的情绪一样。恐惧具有保护作用,但如果它是非理性的,它也会摧毁个人。童年时期产生的恐惧情绪可以固定下来,并转化为更严重的表现,即转化为恐惧症。个性是在社会的影响下形成的,因此家庭的教养模式以及一个人从小学到的态度和准则在个性的发展中起着非常重要的作用。在成年期,这些模式以陈规定型的行为形式表现出来,严重影响一个人的生活质量。因此,弄清童年的恐惧如何影响成年后的个体是很重要的。这项研究的目的是建立童年恐惧和刻板行为之间的联系。为了实现这一目标,使用了许多方法和技术,包括理论(分析、综合、概括)和实践(D.麦克莱恩对不确定性尺度的一般容忍度;T.V. Kornilova的歧义容忍-不容忍问卷;童年恐惧问卷)。研究结果表明,当一个人不能安全地度过童年时期的恐惧时,它们会对个人的心理健康产生影响,从而鼓励心理问题的形成。事实证明,由于教育中的性别刻板印象,男性和女性在童年时期形成的恐惧明显不同。因此,人们注意到,如果某些刻板印象不抑制一个人的心理发展,它们对一个人的生活有积极的意义。这些研究材料将对教育和社会领域的实践心理学家以及教师有所帮助
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Formation of Stereotypes of Human Behaviour under the Influence of Childhood Fears
The relevance of the study is due to the presence of a relationship that occurs between the emotional and intellectual development of the individual. Negative changes in the process of emotional development of a person lead to the fact that they are unable to use other structures, in particular, intelligence, and therefore develop harmoniously. As a basic emotion, fear is an integral part of the emotional field, as is the emotion of joy, sadness, and anger. Fear performs a protective function, but it also destroys the individual if it is irrational. The emotion of fear, arising in childhood, can be fixed and transformed into more acute manifestations, that is, into phobic disorders. Personality is formed under the influence of society, so a very important role in its development is played by models of upbringing in the family and those attitudes and prescriptions that a person learns from childhood. In adulthood, these patterns are manifested in the form of stereotypical behaviour, which substantially affects a person’s quality of life. Therefore, it is important to clarify how childhood fears can affect the individual in adulthood. The purpose of this study is to establish a link between childhood fears and stereotypical behaviour. A number of methods and techniques were used to achieve this goal, including theoretical (analysis, synthesis, generalisation) and practical (D. McLain’s general tolerance for uncertainty scale; tolerance-intolerance of ambiguity questionnaire by T.V. Kornilova; questionnaire of childhood fears). The results of the study show that in the case when a person cannot safely live through fears as a child, they have an impact on the psychological well-being of the individual, which encourages the formation of psychological problems. It is proved that as a result of gender stereotypes in education, male and female fears formed in childhood differ markedly. Therewith, it is noted that certain stereotypes have a positive meaning in a person’s life if they do not suppress their psychological development. The research materials will be useful for practical psychologists in the education and social fields, and teachers
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