期刊文献+

发展心理学研究中个体定向的理论与方法 被引量:17

Person-oriented Theory and Methods in Developmental Research
在线阅读 下载PDF
导出
摘要 长期以来,发展心理学研究主要采取变量定向的方法。近年来,随着发展心理学理论的发展和人类发展个体差异的科学事实的积累,个体定向的方法得以发展并且成为发展心理学研究的主要方法思路之一。个体定向的方法关注作为整体的个体,旨在确定有意义的同质性个体类别或亚组。个体定向的方法包括一系列的基本理论原则,具体数据分析方法包括传统聚类分析、基于模型的聚类方法以及配置频次分析等。发展心理学研究需综合运用个体定向的方法与变量定向的方法。 Variable-oriented approach has been dominating in developmental research. However, over the past two decades, with the theoretical perspectives portraying development as a holistic, highly interactional, and individualized process, and the empirical research indicating there were individual differences in development, the person-oriented approach emerged and gained popularity in developmental research. The focus in on individuals in a person-oriented approach and the goal is to group homogenous individuals into the theoretically or practically meaningful categories or subgroups. The basic tenets of person-oriented approach are presented, and the data analyzing methods including the traditional clustering, model-based clustering, and configural frequency analysis are reviewed. Important issues in conducting a person-oriented research including the validity of categories or subgroups obtained and the match between the theoretical tenets and the concrete methods are discussed, and the researchers are suggested to integrate the person-oriented and variable-oriented approaches in developmental research.
出处 《心理科学进展》 CSSCI CSCD 北大核心 2011年第11期1563-1571,共9页 Advances in Psychological Science
基金 山东省"十二五"特色重点学科(发展与教育心理学)经费资助 国家自然科学基金项目(30570612 30970905) 教育部人文社科"十一五"规划青年项目(07JCXLX005) 全国教育科学"十一五"规划教育部青年专项课题(EBA080304)资助
关键词 变量定向 个体定向 理论 方法 variable-oriented, person-oriented, theory, method
作者简介 通讯作者:张文新,E-mail:zhangwenxin@sdnu.edu.cn
  • 相关文献

参考文献39

  • 1陈亮,张文新,纪林芹,陈光辉,魏星,常淑敏.童年中晚期攻击的发展轨迹和性别差异:基于母亲报告的分析[J].心理学报,2011,43(6):629-638. 被引量:16
  • 2纪林芹,陈亮,徐夫真,赵守盈,张文新.童年中晚期同伴侵害对儿童心理社会适应影响的纵向分析[J].心理学报,2011,43(10):1151-1162. 被引量:54
  • 3Aldenderfer, M. S., & Blashfield, R. K. (1984). Cluster analysis. In M. S. Lewis-Beck (Series Ed.), Quantitativeapplications in the social sciences (Series No. 07-044). Newbury Park, CA: Sage.
  • 4Bergman, L. R. (1998). A pattern-oriented approach to studying individual development: Snapshots and processes.In R. B. Cairns, L. R. Bergman, & J. Kagan (Eds.), Methods and models for studying the individual (pp. 83-122). London: Sage Publications.
  • 5Bergman, L. R., & Andersson, H. (2010). The person and the variable in developmental psychology. Zeitschrift fiir Psychologie, 218, 155-165.
  • 6Bergman, L. R., Andershed, H., & Andershed, A. K. (2009). Types and continua in developmental psychopathology:Problem behaviors in school and their relationship to later antisocial behavior. Development and Psychopathology, 21,975-992.
  • 7Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9, 291-319.
  • 8Bergman, L. R., Magnusson, D., & Ei-Khouri, B. M. (2003). Studying individual development in an interindividual context: A person-oriented approach. London: Lawrence Erlbaum Associates.
  • 9Bollen, K. A., & Curran, P. J. (2006). Latent curve models: A structural equation approach. Hoboken, NJ: Wiley.
  • 10Cicchetti, D. (2006). Development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, Vol. 1: Theory and method (pp. 1-23). Hoboken, NJ: Wiley.

二级参考文献77

  • 1张文新.中小学生欺负/受欺负的普遍性与基本特点[J].心理学报,2002,34(4):387-394. 被引量:235
  • 2朱皕,雷雳.中学生受欺负状况与心理控制感的关系[J].心理发展与教育,2005,21(1):91-95. 被引量:22
  • 3Moffitt, T. E. (1993). Adolescence-limited and life course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674-701.
  • 4Moffitt, T. E. (2006). Life-course-persistent versus adolescent-limited antisocial behavior. In D. Cicchetti, & D J. Cohen (Eds.), Handbook of Developmepntal Psychopathology (2nd ed., pp. 570-598). Hoboken, NJ: Wiley.
  • 5Nagin, D. S. (1999). Analyzing developmental trajectories: A semiparametric, group-based approach. Psychological Methods, 4, 139-157.
  • 6Nagin, D. S., & Tremblay, R. E. (1999). Trajectories of boys' physical aggression, opposition, and hyperactivity on the path to physically violent and non-violent juvenile delinquency. Child Development, 70, 1181-1196.
  • 7National Institute of Child Health and Human Development Early Child Care Research Network. (2004). Trajectories of physical aggression from toddlerhood to middle childhood. Monographs of the Society for Research in Child Development, 69, 1 - 129.
  • 8Odgers, C., Moffitt, T., Broadbent, J. M., Dickson, N., Hancox, R. J., Harrington, H., et al. (2008). Female and male antisocial trajectories: From childhood origins to adult outcomes. Development and Psychopathology, 20, 673-716.
  • 9Patterson, G. R., & Yoerger, K. (1993). Developmental models for delinquent behavior. In S. Hodgins (Ed.), Mental Disorder and Crime (pp. 140-172). Newbury Park, CA: Sage.
  • 10Rubin, K. H., Bulkowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon, R. M. Lerner (Series Eds.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social emotional and personality development (6th ed., pp. 571--645). New York: Wiley.

共引文献66

同被引文献298

引证文献17

二级引证文献112

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部