不同情境下教师语言抽象性与建议类型对初中生采纳建议的影响

doi:10.19988/j.cnki.issn.2095-1159.2026.03.007

心理研究

2026, Vol. 19

Issue (3): 256-264 DOI: 10.19988/j.cnki.issn.2095-1159.2026.03.007

学校心理研究

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不同情境下教师语言抽象性与建议类型对初中生采纳建议的影响

浦昆华, 姬弘, 尹可丽

云南师范大学心理学院,昆明 650500

The influence of teachers’ language abstraction and advice types on junior middle school students’ advice taking in different situations

PU Kunhua, JI Hong, YIN Keli

School of Psychobgy, Yunnan Normal University, Kunming 650500

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摘要基于JAS范式,将教师作为建议者、学生视为决策者,采用问卷法收集教师对初中生提出建议的四种常见教育情境,为实验编制材料;采用实验法探究教师的语言抽象性和建议类型对初中生采纳建议的影响。研究结果：当教师提出请求型建议时,语言越抽象,学生越会采纳;当教师提出强加型建议时,语言越具体,学生越会采纳。在成绩问题情境中,学生更愿意采纳抽象性、请求型建议及具体性、强加型建议;在违规违纪情境中,学生更愿意采纳具体性、请求型建议及抽象性、强加型建议;在学习态度情境中,学生更愿意接受请求型建议;在学习方法情境中,学生更愿意接受强加型建议。教师表达建议的语言抽象性和建议类型对初中生采纳建议产生影响,并且在不同教育情境中影响各异。

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	浦昆华
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关键词 ：采纳建议, 语言抽象性, 建议类型, 初中生, 教育情境

基金资助:云南省第二批重点培育新型智库“心理健康促进研究中心”成果

通讯作者: 尹可丽,女,教授,博士生导师。Email：yayasles@163.com

引用本文:

浦昆华, 姬弘, 尹可丽. 不同情境下教师语言抽象性与建议类型对初中生采纳建议的影响[J]. 心理研究, 2026, 19(3): 256-264.
PU Kunhua, JI Hong, YIN Keli. The influence of teachers’ language abstraction and advice types on junior middle school students’ advice taking in different situations. Psychological Research, 2026, 19(3): 256-264.

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http://xlyj.magtech.com.cn/CN/10.19988/j.cnki.issn.2095-1159.2026.03.007 或 http://xlyj.magtech.com.cn/CN/Y2026/V19/I3/256

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