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1.
侯超 《黑龙江教育学院学报》2007,26(2):74-76
情绪表达规则是儿童情绪社会化的结果,用以指导特定社会情境下表现社会期望情绪的一套规则,包括最大化规则、最小化规则、面具规则和替代规则四种类型。儿童情绪表达规则的认知发展存在显著的性别和年龄差异,并受家庭情绪环境的显著影响,与儿童的社会能力有显著的正相关。 相似文献
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情绪表达规则认知能力是儿童时期一项重要的发展任务,直接影响儿童的社会化程度及其情绪的健康发展。文章首先对情绪表达规则的概念进行界定,然后对影响儿童情绪表达规则认知能力的影响因素进行较全面、系统的整理。 相似文献
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通过对148名6至12岁的视障儿童和普通儿童进行情绪表达规则的理解与使用的实验研究,结果表明:(1)在两类儿童对情绪表达规则的理解方面:两种情境下,6-9岁年龄组与10-12岁年龄组组间得分差距存在显著差异,视力状况和两类儿童各自的性别主效应及视力状况与年龄的交互作用均相当显著;(2)在两类儿童对情绪策略的使用方面:视障儿童在两种情境下无使用情绪策略(内外情绪一致)和使用夸大策略的频率明显高于普通儿童,而使用平静策略、掩饰策略的频率却明显低于普通儿童. 相似文献
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本研究选取了101名3～5岁幼儿,考察年龄、情绪情境和人际关系背景等对幼儿情绪表达规则认知的影响。结果显示,幼儿在3岁时开始认识到外部表情和真实情绪的区别;4岁时情绪表达规则认知能力迅速发展;在早期,幼儿进行情绪调节的目的以自我保护目标为主,随着年龄增长而日渐趋向社会定向目标;幼儿对伤心情绪表达规则的理解相对较好,情绪表达更符合社会期望,而在生气情境中表现得更自我中心;当好朋友在场时,幼儿的情绪调节更有效,尤其是在高兴和伤心情境中,其外部情绪表现更符合社会期望。为促进幼儿情绪表达规则认知能力的发展,成人要注意培养幼儿的同理心,促进其交往能力的发展;抓住4岁这个关键期,培养幼儿的情绪调节能力;引导幼儿合理宣泄和调节生气情绪;为幼儿创造和谐的情绪环境。 相似文献
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儿童对规则的认知会产生复杂的社会交往形式，对人际交往起促进作用。情绪表达规则的认知对儿童实现自我发展并适应社会非常重要。采用故事测验法对253名听觉障碍小学生情绪表达规则的理解与情绪表达目标的选择进行研究。听觉障碍小学生表情调节知识能力随年级增高而增长，低年级到中年级是快速发展时期，女生好于男生，积极情境好于消极情境；情绪表达策略运用频率随年级增高而增多，高年级学生平静策略和掩饰策略使用较多，低年级学生更多运用弱化策略；高标表达，女生略好于男生，且在积极情境下社会定向目标好于消极情境。促进听觉障碍小学生情绪发展应把握关键阶段，关注积极情绪培养；建立同理心，增加学生交往机会；完善沟通机制，重视家庭教育。 相似文献
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《陕西教育学院学报》2019,(8):13-19
幼儿道德规则认知与行为是衡量幼儿社会性发展的重要指标。本研究选取湖州市两所幼儿园小、中、大班共180名幼儿为被试,采用故事访谈法和观察法相结合的方式对其道德规则认知与行为的一致性进行研究。研究发现:1.年龄、性别对幼儿道德规则认知水平影响显著,年龄越大幼儿的道德规则认知水平越高,女孩道德规则的认知水平高于男孩;2.年龄、性别对幼儿道德行为影响不显著;3.在总体上,幼儿道德规则认知得分显著低于行为得分,说明两者在幼儿阶段发展水平并不一致。而且在遵守情境下,在三个年龄段上均是道德规则认知得分显著低于行为得分;在违反情境下,道德规则认知得分高于行为得分,除小班差异不显著外,中大班差异均显著;男孩、女孩在遵守情境下,道德规则认知得分显著低于行为得分;在违反情境下,道德规则认知得分显著高于行为得分。 相似文献
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对情绪表达规则的认知是儿童期的重要发展任务.基于对儿童情绪表达规则认知领域的系统考察,发现一些研究结果存在较大争议,究其原因可能是研究者所用方法的不足所致.为此,应该以能否有效地创设导致儿童内外情绪差异的条件,以及能否对这种内外情绪差异进行有效的测量为标准,评定各研究方法的优劣,从而针对现有研究方法中的弊端进行有效的克服,进一步拓展儿童情绪表达规则认知领域的研究. 相似文献
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本研究从幼儿园大班选取140名5-6岁幼儿,考察性别与情绪情境对幼儿情绪表达规则使用的影响。结果表明:女孩在情绪表达规则知识、目标和掩饰策略使用上的得分均显著高于男孩;不同性别在情绪表达目标的选择上具有显著差异,女孩在他人定向目标上的得分显著高于男孩,男孩在自我定向目标上的得分显著高于女孩;掩饰是幼儿运用最多的情绪表达策略。为促进幼儿情绪表达规则能力的发展,成人应注意引导幼儿关注对方感受,促进幼儿积极的交往方式;正确看待幼儿情绪表达的性别差异;接纳幼儿的情绪体验和行为方式。 相似文献
10.
情绪调节：过程、影响因素及其神经机制 总被引：1，自引：0，他引：1
认知重评和表达抑制是最常用且最有效的情绪调节策略。情绪调节还可以分为两个方面,即先行关注情绪调节和反应关注情绪调节。当前的研究都聚焦于有意的情绪调节,而自动情绪调节也是一种重要的情绪调节方式。影响情绪调节发展与策略使用的因素包括遗传、性别、年龄和家庭等。认知重评与表达抑制的神经机制存在共享的区域,但两种策略在使用过程中又会激活与抑制不同的大脑区域。 相似文献
11.
Display Rules for Anger and Aggression in School-Age Children 总被引：9，自引：0，他引：9
2 related studies addressed the development of display rules for anger and the relation between use of display rules for anger and aggressiveness as rated by school peers. Third, fifth, and seventh graders (ages 8.4, 10.9, and 12.8, respectively) gave hypothetical responses to videotaped, anger provoking vignettes. Overall, regardless of how display rules were defined, subjects reported display rules more often with teachers than with peers for both facial expressions and actions. Reported masking of facial expressions of anger increased with age, but only with teachers. Girls reported masking of facial expressions of anger more than boys. There was a trend for aggressive subjects to invoke display rules for anger less than nonaggressive subjects. The phenomenon of display rules for anger is complex and dependent on the way display rules are defined and the age and gender of the subjects. Most of all, whether children say they would behave angrily seems to be determined by the social context for revealing angry feelings; children say they would express anger genuinely much more often with peers than with teachers. 相似文献
12.
The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7; 35 boys, 15 girls) and 50 children without LD matched on grade, age, and gender. Children analyzed 4 social vignettes using Dodge's SIP model and completed 2 emotional recognition tasks (pictures and stories) and 4 emotional knowledge tasks, such as providing definitions and examples for 5 emotions (e.g., loneliness, pride, embarrassment). Study results demonstrated that children with LD had major difficulties in SIP processes and consistent difficulties with the different tasks in the understanding of complex emotions and in higher emotional understanding capabilities, such as understanding that 2 conflicting emotions (love and hate) can be simultaneously experienced. We discuss the implications of such difficulties for the understanding of social competence in children with LD as well as their implications for social skills intervention. 相似文献
13.
Vivian Khamis 《Psychology in the schools》2018,55(4):404-418
This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school‐age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor–outcome relations. While emotion‐focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem‐focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed. 相似文献
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衡书鹏 《黑龙江教育学院学报》2012,31(1):109-111
为了探讨管理者对情绪表现规则的强制性要求对于员工情绪耗竭的影响,通过对612名服务行业员工的调查并利用逐步线形模型(HLM)进行数据分析,发现管理者对情绪表现规则的重视与员工情绪耗竭呈正相关,这表明管理者对情绪表现规则的强制性要求而非工作对员工情绪耗竭有重要影响。另外,员工的职业角色认同是管理者对情绪表现规则的强制性要求与员工情绪耗竭的中介变量,但自我效能不起中介作用。 相似文献
15.
Up to now, very few studies investigated the influence of gender on the depiction of emotions in children’s drawings. However, the literature on emotions reveals differences between boys and girls in various kinds of tasks (e.g. recognising emotional facial expressions, understanding an emotional situation, etc.). Therefore, we examined the impact of gender on the depiction of sadness and anger. We took into account children’s gender but also the gender of the character expressing the target emotion. Forty-four boys and forty-seven girls aged 7–8 and thirty-six boys and fifty-three girls aged 9–10 were asked to listen to stories where the main character (either a male or a female) was feeling sad or angry and then to draw the facial cues corresponding to the target emotion. Two methods were used to rate the drawings: judges assessed the correct vs. incorrect depiction of the two target emotions and a content analysis was then conducted on the correct drawings so as to reveal the type of facial cues used by children. By showing the major influence of children’s gender on their depiction of sadness and anger, our findings offer promising lines of research in educational and clinical settings. 相似文献
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异龄互动是在一段时间内,一个或多个幼儿与其他异龄幼儿之间的相互接触,它对幼儿的认知、情感和社会性发展具有重要的作用,因此,对异龄互动的研究就显得相当必要了。本文首先从认知学派、社会学习理论以及人类发展生态学等几个理论流派中为异龄同伴关系寻找到了存在的依据。其次,探讨了异龄同伴关系的影响因素,它包括:幼儿的外貌、年龄差异、熟悉程度、发展水平差异以及共同的爱好兴趣;幼儿不同的行为特点和交往目的;物质环境的创设、材料的特征以及教育者。最后,从家长和教师两个方面就怎样促进异龄互动的发生,发展稳定的异龄同伴关系给出了建议。 相似文献
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Elisabetta Conte Ilaria Grazzani Alessandro Pepe 《Early education and development》2018,29(6):814-830
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian children between 24 and 47 months of age (M = 35.6 months, SD = 6.77 months). We adopted a multitrait mixed-methods research design, using direct measures of emotion knowledge, theory of mind, and language as well as naturalistic observations of children’s free play with peers to detect the frequency with which they engaged in prosocial behaviors. Ordinal logistic regression analyses showed that helping behaviors were especially accounted for by emotion knowledge and gender, whereas variance in sharing behaviors was mostly explained by theory-of-mind ability and language. Practice or Policy: The findings encourage those involved in early childhood education to develop training and intervention programs to enhance children’s emotional, linguistic, and cognitive skills. Given that these results were obtained with children as young as 2 and 3 years, preventive intervention should be implemented during the earliest years of life. 相似文献
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《Journal of moral education》2012,41(4):473-489
Recent research suggests that social cognition may play a role in the connections among gendered experiences of teasing within the grade school classroom. Within the framework of social-cognitive developmental theory, this qualitative research study investigates how gender may influence young children’s experiences and perception of teasing within the context of peer relationships. The present study explored the role gender plays in 89 Canadian children’s (4–9 years of age, 39 girls, 50 boys) perceptions of peer teasing through participants’ drawings and accompanying narratives. Results indicate that gender may help shape girls’ and boys’ perceptions of peer teasing in the classroom and suggest the need for educators to build a school culture of kindness, peace, and compassion to enhance children’s social-emotional lives. 相似文献