为了探讨亲社会行为的发生机制，深入揭示高中生亲社会行为的影响因素，本研究以辽宁省丹东市某中学高一、高二年级学生为研究对象，通过问卷调查法开展研究，共发放问卷500份，回收有效问卷406份，有效率为81.2%。研究内容为探讨高中生移情、自尊及亲社会行为的基本状况；验证移情、自尊及亲社会行为三个变量及维度之间的相关关系,检验变量之间可能存在的中介效应和调节效应，建构合理的回归方程式；在此基础上，探讨移情与自尊对高中生不同倾向亲社会行为的影响强度及差异，深入了解不同倾向亲社会行为的影响因素。　　　研究发现：　　　第一，高中生的移情能力处于中等偏上水平，在性别、年级上均不存在显著差异。　　　第二，高中生的自尊水平处于中等偏上水平，在性别上存在显著差异，男生高于女生，在年级上未发现显著差异。　　　第三，高中生的亲社会行为处于中等偏上水平，得分高低依次是紧急、利他、情绪、依从、匿名和公开倾向。在性别、年级上未发现显著差异。　　　第四，相关矩阵表明，移情、自尊与亲社会行为三者之间具有显著相关性。其中，移情与亲社会行为中的情绪及依从倾向相关性最强，而自尊与亲社会行为中的情绪及公开倾向相关性最强。　　　第五，以亲社会行为对移情与自尊进行回归分析，回归模型整体解释变异量为20.9%，达到显著水平，回归方程为：亲社会行为=.416*移情+.140*自尊。　　　第六，进一步检验发现，移情在自尊与亲社会行为之间具有部分中介作用，中介效应占总效应的比例为29.29%；而自尊在移情与亲社会行为之间的调节效应不显著。第七，移情、自尊对不同倾向亲社会行为的解释力存在差异。认知移情、情感移情与自尊分别共可以解释情绪倾向、利他倾向、公开倾向亲社会行为18.7%、10.3%和9.6%的变异量；而认知移情、情感移情分别共可以解释依从倾向、紧急倾向和匿名倾向亲社会行为15.9%、7.9%和6.1%的变异量。

This study aims at discussing the mechanism of prosocial behavior and revealing the effect factors of prosocial behavior in senior high school, adopting the questionnaire method, taking students at grade one and grade two from one senior high school in Dandong City in Liaoning Province. Totally giving out 500 questionnaires, the validate amounts are 406 and the rate of validity is 81.2%.The content of this study is exploring the basic condition of senior high school students’ empathy, self-esteem and different tendencies of prosocial behavior. Then, examine the correlates relationship of empathy, self-esteem, prosocial behavior and the dimensions of them; analyze the potential mediating effect and regulatory effect among variables; build reasonable regression equation. At such basis, we would like to explore the intensity and the differences of influence about empathy and self-esteem to the different tendencies of prosocial behavior, know more about the effect factors of different tendencies of prosocial behavior.　　　　The conclusions are as follows:　　　First, the empathy ability of senior high school students is slightly above average, the average score doesn’t exit a significant difference at the demographic variables including gender and grades.　　　Seconds, the senior high school students’ self-esteem level is slightly above average. And it shows a significant difference at gender, boy scores higher than girl. But at grades, there is no significant difference.　　　Third, the senior high school students’ prosocial behavior is slightly above average. The order from high to low is dire tendency, altruism tendency, emotion tendency, compliant tendency, anonymous tendency and public tendency. There is no significant difference at gender and grades. 　　　Fourth, he variables correlates matrix shows that empathy, self-esteem and prosocial behavior has a significant correlates relationship among each other, besides，there is a strong correlates relationship between empathy and the emotion tendency with compliant tendency whereas self-esteem has a strong correlates relationship with emotion tendency and public tendency. 　　　Fifth, take regression method in variables, the regression model can explain 20.9% differences totally, reach a significant level. The regression equation is prosocial behavior=.416*self-esteem+.140*empathy.　　　Sixth, empathy has partial mediating effect between self-esteem and prosocial behavior which can explain the difference of prosocial behavior to 20.29%; however the regulatory effect of self-esteem is not significant between empathy and prosocial behavior. 　　　Seventh, empathy and self-esteem can explain different tendencies to different degree. Cognitive empathy, affection empathy and self-esteem can explain the difference of emotional, altruism, public prosocial behavior to 18.7%, 10.3%, 9.6%. Cognitive empathy and affection empathy can explain compliant, emergency, dire tendencies prosocial behavior to 15.9%, 7.9%, 6.1%.