Au Pui-Ki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 61-68). / Abstracts in English and Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.iii / LIST OF TABLES AND FIGURES --- p.vi / INTRODUCTION --- p.1 / "Constructive Values of Guilt, Shame, and Embarrassment" --- p.2 / "Differentiating Guilt, Shame, and Embarrassment" --- p.3 / "Normative Development of Guilt, Shame, and Embarrassment" --- p.8 / "Factors Contributing to the Development of Guilt, Shame, and Emb arras sment" --- p.10 / Prospective of the Present Study --- p.15 / METHOD --- p.16 / Participants --- p.16 / Child's Measures --- p.17 / Parent' s Measures --- p.25 / Procedure --- p.27 / RESULTS --- p.28 / Self-Conscious Emotion Development --- p.29 / Children's Performances on the Cognitive Predictors --- p.37 / Parental Socialization of Moral Affect --- p.42 / "Predicting Children's Understanding of Guilt, Shame, and Embarrassment from Children's Cognitive Functioning and Parental Socialization" --- p.45 / DISCUSSION --- p.48 / Children's Development of Self-Conscious Emotions --- p.50 / Predicting Children's Understanding of Self-Conscious Emotions --- p.56 / Directions for Future Research --- p.58 / Conclusions --- p.59 / REFERENCES --- p.60 / APPENDIX A: Illustrations and Scripts of the Stories used in the Self-Conscious Emotion Task --- p.69 / APPENDIX B: Coding System for The Story Completion in the Self-Conscious Emotion Task --- p.71 / APPENDIX C: Attribution Items used in the Self-Conscious Emotion Task --- p.72 / APPENDIX D: Emotional Understanding: Scripts used in Stereotypical Situation --- p.73 / APPENDIX E: Emotional Understanding: Scripts usedin Non-Stereotypical Situation --- p.74 / APPENDIX F: Photos and Scripts used in the Second-Order False Belief Task --- p.75 / APPENDIX G: Scenarios used in the Socialization of Moral Affect --- p.77 / APPENDIX H: Items used in the Socialization of Moral Affect --- p.79

"Theory of mind" refers to the competence to understand the mental states of oneself and others, such as perception, emotion, intention, belief, etc. (Baron-Cohen, 2001). Existing literature suggests that the abilities to understand mental states are associated with pretend play behaviors in children. However, the theory theory (Perner, 1991) and the simulation theory (Harris, 2000) have provided different interpretations about their relations because the two theories have different views concerning the cognitive mechanism underlying the development of theory of mind. / Results from the three studies were not in support of either theory fully and consistently. Specifically, the result of Study 1 showed that the children understood the false belief of others before they understood the false belief of oneself's. This result was inconsistent with both theories. Results of Study 2 indicated that children' understanding of false belief was associated only with social pretend play, but not with oneself's pretend play. However, considering the concept of multiple models of representations could be used to explain the relation between pretend play and false belief understanding abilities and has no theory inclination, it could not give evidence to the comparison between the two theories through these ways and results of the relation examination in this study. The results of the intervention study demonstrated that only the training method that involved the discussion of multiple identities of oneself produced significant and positive effect on children's false belief understanding. In brief, the theory theory was considered to obtain stronger support from the present research. / The present research compared the two theories by investigating the relations between children's pretend play and their false belief understanding abilities. Three studies were conducted, that involved preschool children from 3-years-old to 5-years-old from a remote area in the eastern part of China, to address three questions on that the two theories pose different predictions. The first question was concerned with whether or not there IS a developmental sequence between understanding the mental states of oneself and understanding others' (Study 1). The second question was about whether or not the abilities to understand mental states are associated with oneself's pretend playas well as with social pretend play (Study 2). The third question was related to whether or not two types of social pretend play interventions that were designed based on the two theories respectively would significantly affect children's competence to understand false belief by comparing the two intervention groups with a control group (Study 3). The intervention method towards the theory theory involved an explicit discussion of multiple identities of oneself whereas the intervention reflecting the simulation theory did not have the discussion. / 董及美. / Adviser: Yu-Jing Ni. / Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 187-194). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Dong Jimei.

published_or_final_version / Social Work / Master / Master of Social Sciences

近几十年来，出国务工在一些国家和地区越来越成为普遍现象。在全球化的影响下，宏观层面的劳动力资本流动影响着出国务工家庭的个人生活。为了了解出国务工家庭儿童的社会心理发展情况，本研究运用社会资本和抗逆力理论，建立生态系统模型，从积极的视角分析四个方面的社会资本对不利环境儿童的社会心理发展的作用。 / 现有研究表明，与完整家庭类型的儿童相比，出国务工家庭儿童的社会心理发展的影响是否具有差异性尚不明确，在不同地区、不同人群有着不同的结果。据此，本研究关注不同情景变项中的环境因素，强调因情境而释放的积极力量而促使儿童产生积极的发展结果。文章提出即使面对父母缺失，出国务工家庭儿童仍然可以通过环境中的保护性因素的积极作用而表现出良好的社会心理发展结果。基于此，研究以社会资本和抗逆力作为考察儿童成长环境的社会和个人所具有的优势资源，讨论不同情境中的社会资本──家庭社会资本、学校社会资本、朋辈社会资本和社区社会资本和个人所具有的抗逆力对儿童社会心理发展的积极作用，并且通过对比分析，验证出国务工家庭的儿童和完整家庭的儿童对于社会资本作用机制和通过抗逆力的作用机制是否对于社会心理发展结果具有差异性。 / 本研究采用后实证主义研究范式，运用定量研究方法，通过横断面问卷调查方法，收集中国吉林省延吉市来自完整家庭与出国务工家庭的儿童社会心理发展情况。运用T-test和结构方程的统计分析方法，进行均值检验、路径分析和多群组比较分析。 / 研究表明，延吉市出国务工的现象较为普遍且以朝鲜族家庭居多。与以往研究一致，本文发现家庭、学校、朋辈和社区社会资本对儿童社会心理的发展具有积极的预测作用，而抗逆力在社会资本与社会心理发展的过程中起到了中介作用。家庭始终是影响儿童发展最为重要的场所；相对于出完整家庭的儿童，延吉市出国务工家庭的儿童在社会资本、抗逆力方面处于弱势地位，并且这些儿童成长的优势资源的欠缺可能是来自于因父母务工而造成的父母缺失的影响，但社会资本的欠缺并未带来两群组的儿童在社会心理发展水平的不同作用机制。据此，我们有理由相信，可以通过社会资本建设和抗逆力的培养，提高出国务工家庭儿童的社会心理发展水平。 / 本研究运用社会资本理论和抗逆力建构社会生态系统模型，从儿童优势视角将社会因素与个人因素相结合，对于分析处境不利儿童具有重要的理论意义。而且，本研究扩展了社会资本在中国情景的适用性。另外，在社会资本理论的指导下，分析出国务工家庭儿童的社会心理发展为相关社会政策的制定、社会服务的开展提供宝贵的指导意见。最后，文章指出未来需要定性研究方法理解出国务工家庭儿童的经历，运用纵贯研究设计进一步探讨社会资本在不同人群和社会情景中的功能。 / In recent decades, workers coming from overseas have become a common phenomenon in some countries and regions. Under the influence of globalization, the flow of labor capital at the macro-economic level is affecting the personal life of the families of those working overseas. In order to understand the psychosocial development of the children who are left behind when one or both parents work abroad, this study employs social capital theory and resilience theory, and builds an ecological system model from a positive perspective to analyze in four dimensions the effects of social capital on the psychosocial development of children in unfavorable environments. / Existing studies show that the significant differences in psychosocial development between children who have a parent or parents working abroad and children in intact families are still ambiguous, and different regions and populations have different situations. This study focuses on the children's environment in different social contexts and emphasizes the positive effects of the social contexts that can enhance the psychosocial development of children. Looking at the situation from such a perspective, this study believes that there are protective factors that can cause children who have one or both parents working abroad to manifest favorable psychosocial development outcomes despite parental absence. Based on this assumption, this thesis regards social capital and resilience as advantageous resources embedded in social contexts and individual ability. It explores the positive influence of family social capital, school social capital, peer social capital and community social capital in different social contexts and the effect of the resilience of individual ability on the psychosocial development of children. Moreover, it tested whether or not the effects of social capital and resilience on the psychosocial development of children were different between children who have a parent or parents working abroad and children who live in intact families. / Adopting the paradigm of post-positivism, the researcher used quantitative research methods and conducted a cross-sectional survey to collect data from Yanji City, Jilin Province, China. This thesis was designed to explore the impacts of social capital and resilience on the psychosocial development of children who have one or both parents working abroad. The data was analyzed using T-test and structural equation modeling methods to test differences in means and to do path analysis and multi-group analysis. / This study found that working abroad is a common practice for Yanji residents, especially for those of Korean ethnicity. In alignment with previous findings, it indicated that family, school, peer and community social capital can positively predict the psychosocial development of children; resilience has a mediating effect on the relationship between social capital and the psychosocial development of children. One of our most important findings is that family plays the dominant role in the development of children. In addition, compared to children living in intact families, children who have one or both parents working abroad are disadvantaged with respect to social capital and resilience, and the deficiency in these resources may arise from the absence of parents who work abroad. Besides the above findings, the multi-group analysis showed that the effects of social capital on resilience and psychosocial development between the two groups are identical. This means it is reasonable to improve the psychosocial development of children through social capital building and resilience motivation regardless of whether or not one or both of their parents work abroad. / In this thesis, the researcher constructed an ecological framework based on social capital and resilience theories in order to combine the positive factors from social contexts and individual ability, which is theoretically meaningful for the study of the development of disadvantaged children. Meanwhile, this study advanced the use of social capital theory in a Chinese context, hence potentially fortifying its universal applicability. In addition, by using the theory of social capital to analyze the psychosocial development of children who are left behind when their parents work abroad, this study has valuable implications for policy making and social service design. The study also informs future research to employ qualitative research methods to understand the experience of those left-behind children and adopt longitudinal designs to examine the functioning of social capital within various populations and socio-cultural contexts. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 欒卉. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 209-251). / Abstracts also in English. / Luan Hui.

published_or_final_version / Social Work / Master / Master of Social Sciences