東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Object relations theory vs. social l...

Bernadett-Shapiro, Susan Trese.

FindBook

Google Book

Amazon

博客來

Object relations theory vs. social learning theory: Predictive validity for the development of empathy in first-grade boys.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Object relations theory vs. social learning theory: Predictive validity for the development of empathy in first-grade boys./
作者:	Bernadett-Shapiro, Susan Trese.
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4388.
Contained By:	Dissertation Abstracts International54-12A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9411332

Object relations theory vs. social learning theory: Predictive validity for the development of empathy in first-grade boys.
Bernadett-Shapiro, Susan Trese.

Object relations theory vs. social learning theory: Predictive validity for the development of empathy in first-grade boys. - 134 p.

Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4388.

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1993.

This study explores the relationship between father participation in childcare and boys' empathy. Object relations theory and social learning theory are juxtaposed to predict the direction of the relationship. Object relations theory would predict that high father participation in childcare would result in an experienced based male identification in sons, which would engender a more secure and therefore flexible gender identity. The resultant flexibility of gender identity would allow boys to retain some of their more "feminine qualities," specifically affective empathy. By contrast, social learning theory would predict that level of father empathy would interact with father participation in childcare in mediating the development of empathy in boys. Increased father participation in childcare would result in a more salient relationship. The son would then model the father's particular level of empathy. Because men as a group have scored lower on available affective empathy measures, it would be predicted that their sons would model this lower empathic stance.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Object relations theory vs. social learning theory: Predictive validity for the development of empathy in first-grade boys.
LDR:02847nmm 2200277 4500 001 1829459
005 20061114131331.5
008 130610s1993 eng d
035 $a (UnM)AAI9411332
035 $a AAI9411332
040 $a UnM $c UnM
100 1 $a Bernadett-Shapiro, Susan Trese. $3 1918318
245 1 0 $a Object relations theory vs. social learning theory: Predictive validity for the development of empathy in first-grade boys.
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4388.
502 $a Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1993.
520 $a This study explores the relationship between father participation in childcare and boys' empathy. Object relations theory and social learning theory are juxtaposed to predict the direction of the relationship. Object relations theory would predict that high father participation in childcare would result in an experienced based male identification in sons, which would engender a more secure and therefore flexible gender identity. The resultant flexibility of gender identity would allow boys to retain some of their more "feminine qualities," specifically affective empathy. By contrast, social learning theory would predict that level of father empathy would interact with father participation in childcare in mediating the development of empathy in boys. Increased father participation in childcare would result in a more salient relationship. The son would then model the father's particular level of empathy. Because men as a group have scored lower on available affective empathy measures, it would be predicted that their sons would model this lower empathic stance.
520 $a Two measures of father participation in childcare were employed: self reports of both parents and the Paternal Involvement in Child Care Index (PICCI) (Radin, 1985). The measure of parental empathy was the Emotional Empathic Tendency Scale (EETS) (Mehrabian and Epstein, 1972). An Index of Empathy for Children and Adolescents (Bryant, 1982) was employed to measure boys' empathy. The subjects were 47 male first graders and their biological parents in intact families.
520 $a In this preliminary study, a pattern of significant findings supported object relations theory as a better predictor of boys' empathy than social learning theory. Boys' empathy was significantly and positively related to measures of father participation in childcare independent of fathers' level of empathy. Fathers' empathy was non significantly related to boys' empathy or to father participation in childcare.
590 $a School code: 0621.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Personality. $3 1017585
690 $a 0525
690 $a 0620
690 $a 0625
710 2 0 $a Pacific Graduate School of Psychology. $3 1034270
773 0 $t Dissertation Abstracts International $g 54-12A.
790 $a 0621
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9411332