情绪表现与表现规则认知：表现规则承诺的中介作用

利用11家不同服务性企业512份调查问卷的结果,采用结构方程技术对情绪表现规则认知、情绪表现规则承诺、情绪调节策略、情绪表现间的关系进行了交叉验证分析。结果表明,情绪表现规则承诺对情绪表现规则认知与情绪调节策略、情绪表现有一定中介作用。个体对情绪表现规则承诺越多,情绪表现规则认知与情绪调节策略、积极情绪表现相关越南。     

学前儿童的情绪调节策略与社会行为的关系研究

采用调查问卷法对97名学龄前儿童的情绪调节策略及社会适应行为进行了研究,在此基础上探讨了二者之间的关系.结果表明:儿童情绪调节策略的使用存在显著的年级差异,并能很好地预测其社会行为.     

教师调节幼儿情绪的实证研究

调查研究发现,教师调节幼儿情绪存在如下特点:教师多针对幼儿兴奋、悲伤等情绪进行调节;教师多在幼儿出现情绪反应后进行即时调节,调节时机稍显急躁;教师多采用抑制策略进行调节,调节策略有待丰富;教师对幼儿情绪的调节基本有效.针对情绪调节过程中存在的问题,教师应关注幼儿情绪变化与情绪背后的原因,培养幼儿自我调控情绪的能力,善于运用多种情绪调节策略,给予幼儿积极的鼓励和引导.     

师范院校新生情绪调节自我效能感与情绪调节策略的研究

使用情绪调节自我效能感量表、情绪调节量表对302名在校大学新生进行问卷调查.结果显示,师范院校新生情绪调节自我效能感总体高于平均水平;留守经历和独生情况显著影响大学新生情绪调节自我效能感的高低,学生干部经历和户口类型显著影响大学新生情绪调节策略的使用;大学新生情绪调节自我效能感总体与表达抑制和认知重评显著相关;情绪调节自我效能感对情绪调节策略的使用有明显的正向预测作用.研究揭示了师范院校新生情绪调节自我效能感和情绪调节策略的现状,为其情绪调节自我效能感和情绪调节策略的培养提供了新视角.     

大学生依恋行为与消极情绪调节策略的相关研究

以393名大学生为被试,采用<大学生依恋问卷>和<大学生消极情绪调节策略问卷>,分析、探讨了不同依恋行为大学生的消极情绪调节策略的差异.结果:(1)年级与院校类型在消极认知、消极行动、消极情绪调节策略的交互作用显著,在情绪定向上不显著;不同年级的大学生在消极情绪调节上有显著差异;不同院校的大学生在消极情绪调节上有显著差...     

艺术类大学生情绪调节策略特点及其与人格、自动思维关系研究

采用问卷法对351名艺术类大学生进行调查,探讨艺术类大学生情绪调节策略特点及其与人格、自动思维的相互关系.结果表明:(1)艺术类大学生在情绪调节策略使用上性别差异不显著;在愤怒和悲伤两种消极情绪调节策略中,注意转移策略最多.前者的情境修正策略最少,后者的人际支持策略最少.表达抑制策略在两种情绪调节中的使用均较少;在快乐情绪调节策略中,支持分享策略使用最多,表达抑制最少.(2)人格特质P、N和L及自动思维与情绪调节策略关系密切;(3)人格特质P,或通过自动思维对情绪调节策略有直接和间接效应.     

幼儿情绪调节策略研究述评

情绪调节对幼儿社会性的发展十分重要,对幼儿以后的健康发展有着重要影响.研究结果发现:不同研究者对幼儿情绪调节策略有不同的分类,不同年龄阶段的幼儿在不同情境中使用的情绪调节策略存在差异,影响幼儿情绪调节策略的主要因素来自于幼儿自身和照顾者特质.     

高职学生情绪调节特点调查分析与思考

通过对高职学生的情绪调节特点进行调查分析,结果表明:高职学生具有调节自己情绪的能力,在调节情绪时较多地采用积极的情绪调节策略,但也使用消极的情绪调节策略;在调节情绪水平上认知调节多于行为调节;高职学生性别、是否属于单亲家庭及生源地对其情绪调节能力和情绪调节策略有显著影响,年级、专业差异不显著;情绪调节能力、积极的情绪调节策略与学习成绩成正相关,消极的情绪调节策略与学习成绩成负相关。     

7-14岁弱智学生情绪调节策略特征的调查研究

本研究从情绪调节策略的角度研究弱智儿童的情绪调节特征,对北京市4所培智学校228名7-14岁学生进行问卷调查,调查对象包括唐氏综合征、低功能自闭症和一般性弱智(无明显可报告病因)3类儿童.结果发现:情绪调节策略的运用呈现出年龄差异,积极情绪调节策略的运用会随着年龄的增高而显著增多;情绪调节策略的运用呈现出类别差异,唐氏综合征儿童和一般性弱智儿童在积极策略的运用上显著高于低功能自闭症儿童;弱智儿童的情绪调节策略无显著性别差异.     

情绪调节研究述评

情绪调节方式作为应付方式的一种很重要的形式,对促进个体自身发展、控制个体在不同社会情境中的行为、提高个体的社会化程度都具有重要的作用。本文从从情绪调节的概念、情绪调节的过程、情绪调节的类型、情绪调节的策略、情绪调节的作用以及情绪调节研究现状六个方面分别对情绪调节作出了阐述．     

儿童情绪调节策略的发展及其对教育的启示

情绪调节策略是个体为了达到情绪调节的目的而有意图、有计划的努力和做法。情绪调节策略影响个体情绪调节的能力和水平。了解儿童情绪调节策略的类型和发展特点、帮助儿童掌握良好的情绪调节策略,对于促进积极情绪调节能力的形成、维护心理健康具有重要的意义。     

Emotional correspondence between preschoolers and teachers: what are the effects on child–teacher relationships?

ABSTRACT

The effects of the emotion regulation skills of the children attending preschool education on their interactions with their teachers are emphasised in recent studies. Therefore, in this study, we examined the effects of emotion regulation skills on the quality of the relationship between the teacher and the child. In total, 39 preschool teachers and 119 preschool children (55 girls and 64) boys from 5 public preschools participated in the study. Teachers were asked to fill Student-Teacher Relationship Scale-Short Form regarding three children in their classrooms and Emotion Regulation Questionnaire for themselves. We conducted four observations by using MPAC-R/S in order to assess child’s abilities to express and regulate emotions. The results showed that children’s emotional states were effective on teacher’s relationship perception, and that teacher’s emotion regulation skills were also effective on his/her relationship perception. In addition, the cognitive reappraisal strategy used by the teacher in emotion regulation has also been found to have an impact on the negative emotional state of children.     

Emotion work and emotional exhaustion in teachers: the job and individual perspective

Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ (Demand‐Induced Strain Compensation Questionnaire), the Dutch Questionnaire on Emotional Labour (D‐QEL), and the UBOS (Utrechtse Burnout Schaal [Utrecht Burnout Scale]). In line with previous studies, our findings indicated that emotional exhaustion is positively associated with emotional job demands and surface acting. The relative importance of the two operationalisations of emotion work was assessed by comparing the results of two regression analyses. Whereas the model with job demands explained 18% of the variance, the model with emotional labour explained only 5%. In understanding what might contribute to emotional exhaustion in teachers, the emotional job demands might be much more important than the self‐regulation perspective that is measured with emotional labour.     

教师情绪工作策略适用性的实验研究

教师的职业特点决定了其高情绪工作的特征。本文通过实验研究探讨师生冲突情境下教师采用情绪工作策略的恰当性。研究结果表明,在高冲突的情境下,表层工作表现出较大的情绪唤醒,第二任务成绩深层工作比表层工作成绩要好,采用深层情绪工作比表层工作效果好;在低冲突的情境下,深层工作表现出较大的情绪唤醒,第二任务成绩表层工作比深层工作成绩要好,采用表层工作比深层工作效果好。本研究为教师的情绪管理和调控提供启示,并为教师的情绪健康和专业发展提供一定的实证支持。     

情绪调节教学模式的理论建构

情绪调节教学模式是在课堂中激发情绪对学习的动力性作用的教学设计,以提高学生学习积极性,培养学生乐学、好学的情感性教学模式。人本主义学习观和情绪心理学理论是其理论基础。好奇、兴趣、愉快和焦虑是课堂中主要的情绪,如何把课堂唤醒调整在适宜水平是情绪调节教学模式简要解决的问题。在教学过程中,教师应依据学生的生理唤醒、认知评价、人格特征三个方面的特点,灵活采取策略来诱发调节学生的情绪,培养学生积极的学习情感     

Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect such impairments. The effect of IQ and age on emotion understanding was estimated in 55 children with ASD aged between 5 and 10 and with IQ ranging from 70 to 130. Emotion understanding and non-verbal cognitive ability were assessed, respectively, with the Test of Emotion Comprehension and the Leiter-R scale. The majority of participants scored significantly lower on the TEC compared to the normative sample. Performance compared against norms decreased with age and improved with increasing IQ; children with ‘borderline cognitive functioning’ performed significantly worse than children with ‘normative cognitive functioning’. Emotion understanding skills in children with ASD are affected by cognitive level and age. Implications for educational interventions are discussed.     

消极图片诱发的情绪调节:注意分散与认知重评

情绪调节作为个体社会化的重要组成部分和适应社会的关键心理机制,受到情感研究领域的大量关注。基于Gross的情绪调节过程模型,选择注意分散和认知重评策略,借助事件相关电位技术,探索二者电生理学特征之间的差异,揭示调节策略的性别差异。得出如下结论:(1)与认知重评策略相比,注意分散发生在情绪生成过程的较早阶段。(2)男性偏向于使用认知重评策略,而女性则偏向于使用注意分散策略。(3)认知重评策略的性别差异显著,男性被试比女性被试的LPP振幅小。     

Relations Between Fantasy Orientation and Emotion Regulation in Preschool

Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly emotion regulation. This study investigated whether fantasy-oriented children, who engage in more pretense, demonstrate higher levels of emotion regulation. Prekindergartners (n = 103) and teachers were given a battery of measures assessing children’s emotion regulation, fantasy orientation, theory of mind, and language. Results from hierarchical regression analyses indicated that children’s proclivity toward fantastical play (their fantasy orientation) uniquely predicted 24% of the variance in their emotion regulation skills over and above typical predictors: age, theory of mind, and language skills. That is, children who participated in more fantasy pretense demonstrated better emotion regulation skills than their peers. Practice or Policy: The present study suggests that future research, curriculum, and interventions should focus on targeting fantastical pretense to assess causal mechanisms of emotion regulation development. Teachers and parents should encourage children’s fantastical pretense, as research suggests it may be an important contributor to the development of critical socialization skills such as emotion regulation.     

Emotion regulation as a scientific construct: methodological challenges and directions for child development research

Emotion regulation has emerged as a popular topic, but there is doubt about its viability as a scientific construct. This article identifies conceptual and methodological challenges in this area of study and describes exemplar studies that provide a substantive basis for inferring emotion regulation. On the basis of those studies, 4 methods are described that provide compelling evidence for emotion regulation: independent measurement of activated emotion and purported regulatory processes; analysis of temporal relations; measurement across contrasting conditions; and multiple, convergent measures. By offering this perspective, this article aims to engage thoughtful debate and critical analysis, with the goal of increasing methodological rigor and advancing an understanding of emotion regulation as a scientific construct.     

Emotion regulation as a mediator of the relation between sexual abuse and behavior problems in preschoolers

Maltreated children show poor emotion regulation competencies compared to non-maltreated children. Emotion regulation has been found to mediate the association between maltreatment and behavior problems in children. The aim of the present study was to examine the relationships among child sexual abuse (CSA), emotion regulation (ER), and internalized and externalized behavior problems in preschoolers using conditional process analyses. ER competencies were assessed in 127 children aged 41–79 months (62 abused, 65 non-abused) by their parents (N = 124) and early childhood educators (N = 88) using the Emotion Regulation Checklist (Shields and Cicchetti, 1995, Shields and Cicchetti, 1997). Behavior problems were evaluated by parents using the Child Behavior Checklist (Achenbach and Rescorla, 2000, Achenbach and Rescorla, 2001). ER was found to completely mediate the relation between CSA and internalized behavior problems and partially mediate the relation between CSA and externalized behavior problems. Parents’ and educators’ evaluations of ER were also found to differ as a function of child gender. The discussion focuses on the relationships among CSA, ER, behavior problems, and child gender. The clinical implications of these findings are also examined. Promoting the optimal development of ER could prevent the emergence and exacerbation of behavior problems in these at-risk children and, in turn, foster resilience.