音乐素养对共情和亲社会倾向的影响
文献类型：学位论文
| 作者 | 牛瑞敏 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 穆妍 |
| 关键词 | 音乐素养 音乐训练 音乐活动 共情 亲社会倾向 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | The Influence of Music literacy on Empathy and Prosocial Tendencies |
| 中文摘要 | It has been shown that music training and intervention can significantly enhance individual empathy and prosocial tendencies. However, the specific relationship among them and their influence mechanisms have not been fully revealed. To this end, we used questionnaires and behavioral experiments to explore the relationship among music literacy, empathy, and prosocial tendencies in depth. In addition, we compared differences in empathy and prosocial tendencies between music major and non-music major college students, as well as between individuals who have participated in music activities for a short period of time in different contexts. Study 1 used a questionnaire to recruit a total of 145 college students. We surveyed them to explore the internal relationship among music literacy, empathy, and prosocial tendencies. The result showed that music literacy had a significant positive predictive effect on empathy and prosocial tendencies, and empathy played an important mediating role in the relationship between music literacy and prosocial tendencies. Study 2 used a questionnaire to recruit 391 college students. Among them, 137 were music majors and 254 were non-music majors. We compared the differences in prosocial tendencies between music major college students and non-music major college students, and explored the mechanisms by which long-term music training affects empathy and prosocial tendencies. The result showed that long-term music training can positively enhance individual prosocial tendencies to some extent, and can indirectly influence individual prosocial tendencies through the mediating effects of music literacy or empathy separately, or through the chain mediating effects of music literacy and empathy. Study 3 used a two-factor mixed experimental design to recruit 73 college students. We explored the effects of participating in short-term music activities in different contexts on individual empathy and prosocial tendencies. The result indicated that participation in short-term music activities, preferably in a group setting, could influence individual prosocial tendencies to some extent. However, the ways and effects of influencing prosocial tendencies differ for different manifestations. Moreover, the influence effect is relatively limited. In summary, the following conclusions were drawn from these studies: music literacy has a significant positive enhancing effect on empathy and prosocial tendencies; empathy plays an important mediating role between music literacy and prosocial tendencies; long-term music training significantly enhances prosocial tendencies; and participation in short-term music activities in different contexts can also have a certain effect, but the effect is relatively limited. The present study innovatively introduced empathy as a mediating variable to provide theoretical evidence for understanding the relationships and mechanisms among the three. The study used structural equation modeling to successfully fit different manifestations of prosocial tendencies and construct a latent variable of prosocial tendencies. The positive effects of long-term musical training and short-term musical activities on individual prosocial tendencies were ecologically validated by comparing music and non-music college students, as well as through short-term musical activities in everyday life situations. Based on the above findings, we suggest strengthening music quality education and encouraging people to actively participate in collective music activities. This will not only help to enhance individual empathy and prosocial tendencies, but also promote the improvement of individual social functions and the harmonious and stable development of society. |
| 英文摘要 | 已有研究显示，音乐训练与干预可显著提升个体的共情及亲社会倾向。然而，这三者之间的具体关系及其影响机制尚未得到全面揭示。为此，我们采用问卷调查和行为实验的方法，对音乐素养、共情和亲社会倾向之间的关系进行了深入探讨。此外，还分别比较了是否经过长期音乐训练，以及在不同情境下参与短期音乐活动的大学生在共情和亲社会倾向方面的差异。 研究一采用问卷调查的方式，共招募 145 名在校大学生，探索了音乐素养、 共情与亲社会倾向的内在联系。研究结果显示音乐素养对共情和亲社会倾向具有显著的正向预测作用，共情在音乐素养与亲社会倾向之间起到了重要的中介 作用。 研究二采用问卷调查的方式，共招募 391 名大学生。其中，音乐专业 137 名，非音乐专业 254 名。我们对比了音乐专业与非音乐专业的大学生在亲社会 倾向上的差异，并探索了长期音乐训练对共情和亲社会倾向的影响机制。研究 结果显示，长期音乐训练可在一定程度上正向提升个体的亲社会倾向，并可以 通过音乐素养或共情的单独中介作用或者是音乐素养和共情的链式中介作用间 接影响个体的亲社会倾向。 研究三采用两因素混合实验设计，共招募 73 名大学生，探索了参与不同情境下的短期音乐活动对个体共情和亲社会倾向的影响。研究结果显示，参与短 期音乐活动，最好是集体参与的方式可在一定程度上影响个体的亲社会倾向。 但是，对不同表现形式的亲社会倾向的影响方式和效果有所不同。并且，影响效果相对有限。 综上所述，本研究得出以下结论：音乐素养对共情和亲社会倾向具有显著的正向提升作用；共情在音乐素养与亲社会倾向之间起重要的中介作用；长期音乐训练能够显著增强亲社会倾向；而参与不同情境下的短期音乐活动也能产生一定影响，但影响效果相对有限。 本研究创新性地引入共情这一中介变量，为理解三者之间的关系及机制提供了理论证据。研究采用结构方程模型的方式将不同亲社会倾向的表现形式进行成功拟合，构造了亲社会倾向的潜变量。通过对比音乐专业和非音乐专业的大学生，以及日常生活情境下的短期音乐活动，生态性地验证了长期音乐训练和短期音乐活动对个体亲社会倾向的积极影响。 基于以上发现，我们建议加强音乐素质教育，鼓励人们积极参与集体音乐活动。这不仅有助于提升个体的共情和亲社会倾向，更能促进个体社会功能的完善和社会和谐与稳定发展。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48238]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 牛瑞敏. 音乐素养对共情和亲社会倾向的影响[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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