善良人格对大学生利他行为的影响:自然联结与道德认同的中介作用
The Influence of a Kindness Personality on Altruistic Behavior among College Students: The Mediating Roles of Natural Connection and Moral Identity
DOI: 10.12677/ap.2026.165278, PDF,    科研立项经费支持
作者: 唐 果:内蒙古师范大学心理学院,内蒙古 呼和浩特
关键词: 大学生自然联结善良人格利他行为College Students Nature Connectedness Benevolent Personality Altruistic Behavior
摘要: 目的:探讨善良人格、利他行为、自然联结与道德认同之间的中介关系。方法:采用方便取样,以善良人格量表、大学生利他行为问卷、自然联结量表和道德认同量表对五百名大学生进行调查。结果:(1) 自然联结在善良人格与利他行为之间存在中介作用;(2) 道德认同在善良人格与利他行为之间存在中介作用;(3) 自然联结与道德认同在善良人格与利他行为之间存在链式中介作用。
Abstract: Objective: To explore the mediating relationships among benevolent personality, altruistic behavior, nature connectedness, and moral identity. Methods: Using convenience sampling, 500 college students were surveyed with the Benevolent Personality Scale, College Students’ Altruistic Behavior Questionnaire, Nature Connectedness Scale, and Moral Identity Scale. Results: (1) Nature connectedness mediated the relationship between benevolent personality and altruistic behavior; (2) Moral identity mediated the relationship between benevolent personality and altruistic behavior; (3) Nature connectedness and moral identity served as chain mediators between benevolent personality and altruistic behavior.
文章引用:唐果 (2026). 善良人格对大学生利他行为的影响:自然联结与道德认同的中介作用. 心理学进展, 16(5), 414-424. https://doi.org/10.12677/ap.2026.165278

参考文献

[1] 陈晨(2025). 伦理认同和道德认同的内在逻辑比较研究. 硕士学位论文, 银川: 宁夏大学.
[2] 窦立春(2016). 身份的伦理认同. 硕士学位论文, 东南大学: 南京.
[3] 杜秀莲, 高静(2019). 初中生学校道德氛围与亲社会行为的关系: 道德认同的中介作用. 中国特殊教育, (8), 82-87.
[4] 郭建鹏, 朱晨曦, 刘爱春(2025). 我国大学生道德认同的发展机制. 高等教育研究, 46(1), 73-83.
[5] 何宁, 朱云莉(2016). 自爱与他爱: 自恋、共情与内隐利他的关系. 心理学报, 48(2), 199-210.
[6] 洪楚樟(2025). 自然联结对大学生老年歧视的影响研究. 硕士学位论文, 广州: 广东工业大学.
[7] 焦丽颖, 郭震, 史慧玥, 许燕(2023). 善良人格与道德需要满足的关系: 交叉滞后研究. 心理科学, 46(1), 154-161.
[8] 焦丽颖, 杨颖, 许燕, 高树青, 张和云(2019). 中国人的善与恶: 人格结构与内涵. 心理学报, 51(10), 1128-1142.
[9] 李萍(2019). 论道德认同的实质及其意义. 湖南师范大学社会科学学报, 48(1), 57-63.
[10] 李艳芳(2008). 大学生道德价值观、自我概念与利他行为关系研究. 硕士学位论文, 武汉: 华中科技大学.
[11] 李永占(2024). 大学生自然联结在网络受欺凌与自杀意念间的调节作用. 中华疾病控制杂志, 28(7), 821-826.
[12] 刘志芳, 曹斯(2025). 教师道德认同及其实现. 教学与管理, (9), 1-5.
[13] 罗小漫, 何浩, 刘文令, 潘彦谷(2022). 青少年无聊感对校园欺凌的影响: 善良人格的中介作用. 中国健康心理学杂志, 30(6), 909-913.
[14] 饶丽威, 赵丹, 韩雨森, 等(2024). 孤独感与自杀的关系: 自然联结的补偿和调节作用. 中国临床心理学杂志, 32(6), 1195-1206.
[15] 王财玉, 姬少华(2022). 特质敬畏对大学生自然联结的影响: 自然美感的中介作用. 绍兴文理学院学报(教育版), 42(1), 24-29.
[16] 王财玉(2021). 自我建构的生态维度: 内涵、积极效应及促进路径. 中国临床心理学杂志, 29(2), 311-315+322.
[17] 吴铭明(2025). 初中生善良人格、共情与网络欺凌旁观者行为之间的关系: 横断与纵向研究. 硕士学位论文, 桂林: 广西师范大学.
[18] 夏琼薇(2025). 累积生态风险与中职生校园欺凌: 善良人格与共情的链式中介及干预. 硕士学位论文, 武汉: 武汉体育学院.
[19] 徐继存(2020). 教师身份的伦理认同. 教育科学, 36(4), 38-43.
[20] 徐宇砾(2022). 大学生自然联结、生态内疚与亲环境行为的现状及关系研究. 硕士学位论文, 福州: 福建师范大学.
[21] 余芳(2025). 高中生谦虚人格对利他行为的影响及干预研究. 硕士学位论文, 南昌: 江西师范大学.
[22] 张和云, 许燕, 赵欢欢(2021). 善良人格与网络利他行为的关系: 有调节的中介模型. 心理科学, 44(3), 619-625.
[23] 张和云, 赵欢欢, 许燕(2018). 中国人善良人格的结构研究. 心理学探新, 38(3), 221-227.
[24] 郑显亮(2013). 现实利他行为与网络利他行为: 网络社会支持的作用. 心理发展与教育, 29(1), 31-37.
[25] Anderson, C. L., Monroy, M., & Keltner, D. (2018). Awe in Nature Heals: Evidence from Military Veterans, At-Risk Youth, and College Students. Emotion, 18, 1195-1202.[CrossRef] [PubMed]
[26] Aquino, K., & Reed, A. (2002). The Self-Importance of Moral Identity. Journal of Personality and Social Psychology, 83, 1423-1440.[CrossRef
[27] Batson, C. D., Sager, K., Garst, E., Kang, M., Rubchinsky, K., & Dawson, K. (1997). Is Empathy-Induced Helping Due to Self-Other Merging? Journal of Personality and Social Psychology, 73, 495-509.[CrossRef
[28] Blasi, A. (1983). Moral Development and Moral Action: A Theoretical Perspective. Developmental Review, 3, 178-210.
[29] Blasi, A. (2001). Emotions and Moral Motivation. Journal for the Theory of Social Behaviour, 29, 1-19.[CrossRef
[30] Bryan, J. H., & London, P. (1970). Altruistic Behavior by Children. Psychological Bulletin, 73, 200-211.[CrossRef] [PubMed]
[31] Frantz, C. M., & Mayer, F. S. (2014). Feeling Connected to Nature: Validation of the Connectedness to Nature Scale in the Italian Context. PLOS ONE, 9, e101670.
[32] Grant, A. M., & Mayer, D. M. (2009). Good Soldiers and Good Actors: Prosocial and Impression Management Motives as Interactive Predictors of Affiliative Citizenship Behaviors. Journal of Applied Psychology, 94, 900-912.[CrossRef] [PubMed]
[33] Greenberg, J., Pyszczynski, T., & Solomon, S. (1986). The Causes and Consequences of a Need for Self-Esteem: A Terror Management Theory. In Public Self and Private Self (pp. 189-212). Springer.[CrossRef
[34] Hart, D. (2005). Adding Identity to the Moral Domain. Human Development, 48, 257-261.[CrossRef
[35] Hayes, A. F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis (2nd ed.). Guilford Press.
[36] Laible, D., Eye, J., & Carlo, G. (2008). Dimensions of Conscience in Mid-Adolescence: Links with Social Behavior, Parenting, and Temperament. Journal of Youth and Adolescence, 37, 875-887.[CrossRef
[37] Leeds, R. (1963). Altruism and the Norm of Giving. Merrill-Palmer Quarterly of Behavior and Development, 9, 229-240.
[38] Mayer, F. S., & Frantz, C. M. (2004). The Connectedness to Nature Scale: A Measure of Individuals’ Feeling in Community with Nature. Journal of Environmental Psychology, 24, 503-515.[CrossRef
[39] Nisbet, E. K., Zelenski, J. M., & Murphy, S. A. (2011). Happiness Is in Our Nature: Exploring Nature Relatedness as a Contributor to Subjective Well-Being. Journal of Happiness Studies, 12, 303-322.[CrossRef
[40] Pascual-Sanchez, A., Hickey, N., Mateu, A., Martinez-Herves, M., Kramer, T., & Nicholls, D. (2021). Personality Traits and Self-Esteem in Traditional Bullying and Cyberbullying. Personality and Individual Differences, 177, Article 110809.[CrossRef
[41] Podsakoff, P. M., MacKenzie, S. B., Lee, J., & Podsakoff, N. P. (2003). Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies. Journal of Applied Psychology, 88, 879-903.[CrossRef] [PubMed]
[42] Prentice, M., Jayawickreme, E., & Fleeson, W. (2019). Integrating Whole Trait Theory and Self-Determination Theory. Journal of Personality, 87, 56-69.[CrossRef] [PubMed]
[43] Prentice, M., Jayawickreme, E., & Fleeson, W. (2020). An Experience Sampling Study of the Momentary Dynamics of Moral, Autonomous, Competent, and Related Need Satisfactions, Moral Enactments, and Psychological Thriving. Motivation and Emotion, 44, 244-256.[CrossRef
[44] Thornberg, R., & Jungert, T. (2013). Bystander Behavior in Bullying Situations: Basic Moral Sensitivity, Moral Disengagement and Defender Self‐Efficacy. Journal of Adolescence, 36, 475-483.[CrossRef] [PubMed]