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Title: 心情與自我覺察對助人意向及助人行為之影響
Other Titles: The Effects of Mood and Objective Self-Awareness on Helping Intention and Helping Behavior
Authors: 楊梵妤
Fan-Yu Yang
Wen-Jer Chang
Issue Date: Dec-2010
Publisher: 國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract: 本研究的主要目的是在探討心情與自我覺察對助人意向和助人行為的影響。實驗一及實驗二皆採二因子獨立樣本實驗設計,嘗試從反應時間的角度探討助人意向問題,並以連署和義工參與測量外顯助人行為。從這兩個實驗結果看來,呈現音樂時若涉及呈現音樂的原因,可能減弱音樂對心情的影響。而反應時間是否可以反映助人意向,須要進一步研究。實驗三係以這兩實驗為基礎。採2(心情) ×2(自我覺察) 二因子獨立樣本實驗設計。實驗三發現,一般說來,助人行為在正向心情下多於負向心情。但心情與自我覺察有交互作用。亦即,在無自我覺察狀態下,助人行為在正向心情下多於負向心情。有自我覺察時,則正負向心情在助人行為上無差異。
The purposes of this study are to investigate the effects of mood and objective self-awareness on the helping intent and explicit helping behavior. This research consists of 3 experiments. In Experiment 1, a 2 × 4 factorial design with two variations in mood (positive and negative) and four types of self-awareness (high, low, no, and interrupted) was employed. Mood variations were induced with music. The dependent variables were helping intent and helping behavior (signing a petition and working as a volunteer). No main effects or interaction effects were found. In Experiment 2, mood was induced through a recall task. A 2 × 2 factorial design with 2 mood states (happy and sad) and 2 self-awareness levels (high and low) was used. The dependent variable is the intent to help another. Neither main effects nor interaction effect was found from the results of a two-way ANOVA. In Experiment 3, mood was induced with music used in Experiment 1. But the dependent variable was measured differently. The numbers of characters the subjects agreed to write for the experimenter as help was operationalized as the degree of helping behavior. A 2 × 2 factorial design with 2 mood states (positive and negative) and 2 self-awareness levels (awareness and no awareness) was used. ANOVA revealed main effects for mood states and self-awareness. The interaction of mood and self-awareness was also found - the different effects of mood on helping behavior were found only in no self-awareness condition.
Other Identifiers: 90D4E0D3-2C14-BB31-248D-97DEA6777EE8
Appears in Collections:教育心理學報

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