知觉的教师正义与外来工子女的感恩之心：权威合法性和社交疏离感的中介作用
Perceived Teacher Justice and Gratitude among Migrant Children: The Mediation Effects of Legitimacy of Authority and Social Estrangement
DOI: 10.12677/AP.2018.87112, PDF,    科研立项经费支持
作者: 徐华女：武汉大学哲学学院心理学系，湖北 武汉；洪慧芳：泉州市教育科学研究所，福建 泉州
关键词: 外来工子女；教师正义；感恩；权威合法性；社交疏离感；Migrant Children； Teacher Justice； Gratitude； Legitimacy of Authority； Social Estrangement
摘要: 本研究以泉州市某公立外来工子弟学校4~8年级的181名学生为被试，探讨教师正义对外来工子女感恩之心的促进作用，并基于权威关系模型和群体参与模型检验权威合法性评价和社交疏离感的中介作用。结果显示，知觉的教师程序正义、信息正义和分配正义均正向预测感恩；权威合法性评价和社交疏离感在教师程序正义、信息正义和分配正义对感恩的效应中均起部分中介作用。由此得出结论，教师正义会通过提高权威合法性评价和降低社交疏离感进而增进外来工子女的感恩之心。
Abstract: Using a sample of 181 migrant children from Grade 4 - 8 of a public school specialized for migrant children, this research examined the effect of perceived teacher (procedural, distributive and informational) justice on gratitude, as well as the mediating roles of perceived legitimacy of authority and social estrangement based on relational model of authority and group engagement model. The results showed that perceived teacher procedural, informational and distributive justice all positively predicted gratitude. Both perceived legitimacy of teachers’ authority and social estrangement served as partial mediators between perceived teacher (procedural, informational and distributive) justice and gratitude. To be concluded, teacher justice shapes migrant children’s sense of gratitude by enhancing their perceived legitimacy of authority and social estrangement.
文章引用：徐华女, 洪慧芳 (2018). 知觉的教师正义与外来工子女的感恩之心：权威合法性和社交疏离感的中介作用. 心理学进展, 8(7), 933-941. https://doi.org/10.12677/AP.2018.87112

参考文献

[1] 陈馨怡, 吴相仪, 陈学志, 徐芝君, 邱发忠(2013). 青少年感恩量表之编制与验证. 测验学刊(台), 60(3), 599-626.
[2] 范兴华, 方晓义, 刘杨, 蔺秀云, 袁晓娇(2012). 流动儿童歧视知觉与社会文化适应: 社会支持和社会认同的作用. 心理学报, 44(5), 647-663.
[3] 何安明, 惠秋平, 刘华山(2015). 大学生社会支持与孤独感的关系: 感恩的中介作用. 中国临床心理学杂志, 23(1), 150-153.
[4] 李莹莹(2013). 初中生感恩与领悟社会支持、家庭功能的关系研究. 硕士论文, 东北师范大学, 长春.
[5] 王建平, 喻承甫, 曾毅茵, 叶婷, 张卫(2011). 青少年感恩的影响因素及其机制. 心理发展与教育, 27(3), 260-266.
[6] 杨实新(2013). 外来工子女思想品德课情感教学研究. 硕士论文, 苏州大学, 苏州.
[7] 赵丹(2011). 马洛–克罗恩社会赞许性量表的修订及相关研究. 硕士论文, 浙江师范大学, 金华.
[8] Berti, C., Molinari, L., & Speltini, G. (2010). Classroom Justice and Psychological Engagement: Students’ and Teachers’ Representations. Social Psychology of Education, 13, 541-556.[CrossRef] 
[9] Bies, R. J., & Moag, J. S. (1986). Interactional Justice: Communication Criteria of Fairness. In R. J. Lewicki, B. H. Sheppard, & M. H. Bazerman (Eds.), Research on Negotiations in Organisations, Vol. 1 (pp. 43-45). Greenwich: JAI Press.
[10] Blader, S. L., & Tyler, T. R. (2015). Relational Models of Procedural Justice. In R. S. Cropanzano, & M. L. Ambrose (Eds.), The Oxford Handbook of Justice in the Workplace (pp. 351-370). New York: Oxford University Press.
[11] Çaglar, Ç. (2013). The Relationship between the Perceptions of the Fairness of the Learning Environment and the Level of Alienation. Eurasian Journal of Educational Research, 50, 185-206.
[12] Chory-Assad, R. M. (2002). Classroom Justice: Perceptions of Fairness as a Predictor of Student Motivation, Learning, and Aggression. Communication Quarterly, 50, 58-77.[CrossRef] 
[13] Correia, I., & Dalbert, C. (2007). Belief in a Just World, Justice Concerns, and Well-Being at Portuguese Schools. European Journal of Psychology of Education, 22, 421-437.[CrossRef] 
[14] Crowne, D. P., & Marlowe, D. (1960). A New Scale of Social Desirability Independent of Psychopathology. Journal of Consulting Psychology, 24, 349-354.[CrossRef] [PubMed]
[15] Deutsch, M. (1985). Distributive justice: A social-psychological perspective. New Haven, CT: Yale University Press.
[16] Donat, M., Dalbert, C., & Kamble, S. V. (2014). Adolescents’ Cheating and Delinquent Behavior from a Justice-Psychological Perspective: The Role of Teacher Justice. European Journal of Psychology of Education, 29, 635-651.[CrossRef] 
[17] Froh, J. J., Yurkewicz, C., & Kashdan, T. B. (2009). Gratitude and Subjective Well-Being in Early Adolescence: Examining Gender Differences. Journal of Adolescence, 32, 633-650.[CrossRef] [PubMed]
[18] Furlong, M. J., Froh, J. J., Muller, M. E., & Gonzalez, V. I. (2013). The Role of Gratitude in Fostering School Bonding. In D. J. Shernoff, & J. Bempechat (Eds.), National Society for the Study of Education Yearbook: Engaging Youth in Schools: Empirically-Based Model to Guide Future Innovations (pp. 58-79). New York, NY: Teachers College Record.
[19] Gouveia-Pereira, M., Vala, J., & Correia, I. (2017). Teachers’ Legitimacy: Effects of Justice Perception and Social Comparison Processes. British Journal of Educational Psychology, 87, 1-15.[CrossRef] [PubMed]
[20] Gouveia-Pereira, M., Vala, J., Palmonari, A., & Rubini, M. (2003). School Experience, Relational Justice and Legitimation of Institutional. European Journal of Psychology of Education, 18, 309-325.[CrossRef] 
[21] Greenberg, J. (1993). The Social Side of Fairness: Interpersonal and Informational Classes of Organizational Justice. In R. Cropanzano (Ed.), Justice in the Workplace: Approaching Fairness in Human Resource Management (pp. 79-103). Hillsdale, NJ: Lawrence Erlbaum Associates.
[22] Hayes, A. F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. New York, NY: Guilford Press.
[23] Kazemi, A. (2016). Examining the Interplay of Justice Perceptions, Motivation, and School Achievement among Secondary School Students. Social Justice Research, 29, 103-118.[CrossRef] 
[24] Leventhal, G. S. (1980). What Should Be Done with Equity Theory? New Approaches to the Study of Fairness in Social Relationships. In K. Gergen, M. Greenberg, & R. Willis (Eds.), Social Exchange (pp. 27-55). New York, NY: Plenum.[CrossRef] 
[25] Mau, R. Y. (1992). The Validity and Devolution of a Concept: Student Alienation. Adolescence, 27, 731-741.
[26] McCullough, M. E., Kilpatrick, S. D., Emmons, R. A., & Larson, D. B. (2001). Is Gratitude a Moral Affect? Psychological Bulletin, 127, 249-266.[CrossRef] [PubMed]
[27] Nelson, N., Shechter, D., & BenAri, R. (2014). Procedural Justice and Conflict Management at School. Negotiation Journal, 30, 393-419.[CrossRef] 
[28] Resh, N., & Sabbagh, C. (2014a). Justice, Belonging and Trust among Israeli Middle School Students. British Educational Research Journal, 40, 1036-1056.[CrossRef] 
[29] Resh, N., & Sabbagh, C. (2014b). Sense of Justice in School and Civic Attitudes. Social Psychology of Education, 17, 51-72.[CrossRef] 
[30] Resh, N., & Sabbagh, C. (2017). Sense of Justice in School and Civic Behavior. Social Psychology of Education, 20, 387-409.[CrossRef] 
[31] Tian, L., Du, M., & Huebner, E. S. (2015). The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior. Social Indicators Research, 122, 887-904.[CrossRef] 
[32] Tyler, T. R. (1997). The Psychology of Legitimacy: A Relational Perspective on Voluntary Deference to Authorities. Personality and Social Psychology Review, 1, 323-345.[CrossRef] [PubMed]
[33] Tyler, T. R. (2000). Social Justice: Outcome and Procedure. International Journal of Psychology, 35, 117-125.[CrossRef] 
[34] Tyler, T. R., & Blader, S. L. (2003). The Group Engagement Model: Procedural Justice, Social Identity, and Cooperative Behavior. Personality and Social Psychology Review, 7, 349-361.[CrossRef] 
[35] Tyler, T. R., & Lind, E. A. (1992). A Relational Model of Authority in Groups. In M. Snyder (Ed.), Advances in Experimental Social Psychology (Vol. 25, pp. 115-191). New York, NY: Academic Press.[CrossRef] 
[36] Van der Toorn, J., Tyler, T. R., & Jost, J. T. (2011). More than Fair: Outcome Dependence, System Justification, and the Perceived Legitimacy of Authority Figures. Journal of Experimental Social Psychology, 47, 127-138.[CrossRef] 
[37] Van Dijke, M., De Cremer, D., & Mayer, D. M. (2010). The Role of Authority Power in Explaining Procedural Fairness Effects. Journal of Applied Psychology, 95, 488-502.[CrossRef] [PubMed]
[38] Waters, L. (2011). A Review of School-Based Positive Psychology Interventions. The Educational and Developmental Psychologist, 28, 75-90.[CrossRef] 
[39] Watkins, P. C., Woodward, K., Stone, T., & Kolts, R. L. (2003). Gratitude and Happiness: Development of a Measure of Gratitude, and Relationships with Subjective Well-Being. Social Behavior and Personality: An International Journal, 31, 431-451.[CrossRef]