儿童情绪表达规则认知发展及其与焦虑的关系
Children's Cognitive Development of Emotional Display Rules and Their Relationship with Anxiety
查看参考文献14篇
|
文摘
|
目的:探讨儿童情绪表达规则认知发展的年级和性别特征,及其与焦虑的关系.方法:采用结构访谈法,配以情绪图片程序,考察90名(一年级29名,三年级30名,五年级31名)普通小学被试的情绪表达规则认知水平,用Spence儿童焦虑量表测查了被试的焦虑水平.结果:①一三年级、一五年级之间情绪表达规则认知各变量得分均达到显著差异(P＜0.001),三年级自我保护目标得分显著高于五年级(P＜0.05),社会定向目标显著低于五年级(P＜0.001),没有发现显著性别差异;②情绪调节目标(P＜0.01)和社会定向目标类型(P＜0.05)均与社交焦虑显著负相关.结论:儿童年级越高,情绪表达规则认知发展水平越高,但三五年级之间只在具体目标类型上有差异,儿童较低的社会定向目标类型与较高的社交焦虑水平相关. |
|
其他语种文摘
|
Objective: To examine the grade and gender characteristics of children's cognitive development of emotional display rules (EDRs), and the relationship between them and anxiety. Methods: structure interview and a control proce-dure of emotion decision figure were used to measure children's cognitive development of EDRs, and Spence anxiety scale was applied to investigate the participates' anxiety. Results: ?Analysis showed significant differences (P<0.001) between 1st and 3rd grade, lsl and 5th grade, in all variables of EDRs cognition. Children of 3rd grade reported more self-protect goal(P<0.05) and less social-oriented goal(P<0.01) than those of 5th grade. No gender difference was found. ?The scores of emotion regulation goaIs(P<0.01) and social-oriented goal(P<0.05) were both negatively related to social anxiety. Con-clusion: The higher the grade of children was, the better their cognitive development of EDRs, however, only specific goal types differences were found between 3rd and 5th grade. Children's lower score of social-oriented goal was related to the higher score of social anxiety. |
|
来源
|
中国临床心理学杂志
,2005,13(3):301-303 【扩展库】
|
|
关键词
|
儿童
;
情绪
;
表达规则
;
焦虑
|
|
地址
|
1.
中科院心理研究所, 心理健康重点实验室, 北京, 100101
2.
中国人民大学心理研究所, 北京, 100872
|
|
语种
|
中文 |
|
文献类型
|
研究性论文 |
|
ISSN
|
1005-3611 |
|
学科
|
社会科学总论 |
|
基金
|
国家自然科学基金项目
|
|
文献收藏号
|
CSCD:2019314
|
参考文献 共
14
共1页
|
|
1.
Saarni C. An observational study of children's attempts to monitor their expressive behavior.
Child Development,1984,55:1504-1513
|
CSCD被引
6
次
|
|
|
|
|
2.
Ekman P. The repertoire of nonverbal behavior.
Semiotica,1969,1:49-98
|
CSCD被引
14
次
|
|
|
|
|
3.
Bennett M. an introduction to the development of social cognition.
Harvester Wheatsheaf in Landon,1993:111-136
|
CSCD被引
2
次
|
|
|
|
|
4.
Jones D C. Linkages with family expressiveness and social competence.
Child Development,1998,69(4):1209-1222
|
CSCD被引
4
次
|
|
|
|
|
5.
McDowell D J. relations with social competence.
Merrill-Palmer Quarterly,2000,46(2):306-324
|
CSCD被引
3
次
|
|
|
|
|
6.
Douglas S M. Applying an emotion regulation framework to integrative approaches to generalized anxiety disorder.
Clinical Psychology: Science and Practice,2002,9(1):85-90
|
CSCD被引
2
次
|
|
|
|
|
7.
Southam-Gerow. A Preliminary study of the emotion understanding of youths referred for treatment of anxiety disorders.
Journal of Clinical Child Psychology,2000,29(3):319-335
|
CSCD被引
1
次
|
|
|
|
|
8.
Southam-Gerow M A. Emotion regulation and understanding implications for child psychopathology and therapy.
Clinical Psychology Review,2002,22:189-222
|
CSCD被引
10
次
|
|
|
|
|
9.
Saarni C. The development of emotional competence.
The development of emotional competence,1999:79-130
|
CSCD被引
1
次
|
|
|
|
|
10.
钟慧. 初中生的自我价值感与心理健康的相关研究.
中国临床心理学杂志,2003,11(1):31-35
|
CSCD被引
9
次
|
|
|
|
|
11.
Gross J J. implications for affect.
Journal of Personality and Social Psychology,2003,85(2):348-362
|
CSCD被引
161
次
|
|
|
|
|
12.
Zeman J. Display rules for anger.
Child Development,1996,67:957-973
|
CSCD被引
10
次
|
|
|
|
|
13.
Nilly M. a Meta-analysis.
Psychological Bulletin,2002,128(4):638-662
|
CSCD被引
1
次
|
|
|
|
|
14.
Douglas S M. Applying an emotion regulation framework to integrative approaches to generalized anxiety disorder.
Clinical Psychology: Science and Practice,2002,9(1):85-90
|
CSCD被引
2
次
|
|
|
|
|
了解气象卫星更多信息，请访问