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1.
自我意识情绪是指人们根据一定的价值标准评价自我或被他人评价时产生的情绪,主要有自豪、傲慢、内疚、羞耻、尴尬等形式。而自我意识情绪理解是指个体对自我意识情绪的认知。该文对自我意识情绪理解的相关理论和研究方法进行了回顾,从不同的研究角度对儿童自我意识情绪的研究现状进行了阐述,并对自我意识情绪理解与情绪调节的相互关系进行了探讨,且对未来自我意识情绪理解研究的开展进行了展望。 相似文献
2.
初中留守儿童社会支持与自我意识水平有关,采用问卷调查法,运用《儿童自我意识量表》和《社会支持评定量表》对被试者进行调查比较分析。结果表明,初中留守儿童社会支持和自我意识水平偏低;初中留守儿童的社会支持程度与自我意识量表水平相关显著,初中留守儿童得到的社会支持程度越高,他们的自我意识水平也就越高。应努力提高初中留守儿童的社会支持水平。 相似文献
3.
Children's conceptions of the self-conscious emotions guilt versus shame were investigated. In Study 1, 10–12-year-old children answered questions about scenarios that should elicit feelings of guilt and/or shame (moral transgressions and social blunders). In Study 2, 7–9- and 10–12-year-old children completed a sorting task to ascertain the features they associate with guilt and shame. Feelings of guilt were aroused by moral norm violations. Guilt feelings were also seen as involving an approach-avoidance conflict with respect to the victim, self-criticism, remorse, desire to make amends, and fear of punishment. Feelings of shame resulted from both moral transgressions and social blunders. Younger children associated shame with embarrassment, blushing, ridicule, and escape. Older children additionally characterized shame as feeling stupid, being incapable of doing things right, and not being able to look at others. 相似文献
4.
Berhenke A Miller AL Brown E Seifer R Dickstein S 《Early childhood research quarterly》2011,26(4):430-441
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. 相似文献
5.
Relational Aggression, Overt Aggression, and Friendship 总被引：18，自引：1，他引：18
This study ( n = 315 9–12-year-olds) was conducted to assess whether the social problems that relationally and overtly aggressive children typically experience in the peer group context are also exhibited in the dyadic, friendship context. The qualities of children's friendships (e.g., levels of intimacy) and of the importance of those qualities (e.g., the importance of intimacy) were assessed with self-report instruments adapted from past research. Results indicated that the friendships of relationally aggressive children were characterized by relatively high levels of intimacy, exclusivity/jealousy, and relational aggression within the friendship context. In contrast, the friendships of overtly aggressive children were characterized by engaging together in aggressive acts toward those outside the friendship. In addition, overtly aggressive children placed relatively high importance on these coalitional acts and on companionship with their friends. Implications for our understanding of aggressive children and for our knowledge of children's friendships are discussed. 相似文献
6.
自闭症儿童心理理论能力中的情绪理解 总被引：5，自引：0，他引：5
情绪理解在个体社会交往中发挥着重要的作用,在社会交往上存在障碍的自闭症儿童的情绪理解能力理应是值得关注的研究领域。本文综述了以往对自闭症儿童心理理论能力的研究,从情绪与愿望、信念之间关系的角度对自闭症儿童基于愿望和信念的情绪理解力进行分析,并探讨了理解不同类别情绪时自闭症儿童表现不同的原因。 相似文献
7.
This study examined the expression of shame and pride in maltreated and nonmaltreated preschool children. 84 4–5-year-old children and their mothers participated in the study: 42 had a history of child maltreatment and 42 served as matched controls. Children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Maltreating mothers offered more negative feedback, particularly to their daughters, than nonmaltreating mothers. Maltreated girls showed more shame when they failed and less pride when they succeeded than nonmaltreated girls. The relation between differential socialization practices and the self-conscious emotions is explored as it relates to observed gender differences in emotionality and self-concept. 相似文献
8.
Nelson JA Leerkes EM O'Brien M Calkins SD Marcovitch S 《Parenting, science and practice》2012,12(1):22-41
OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination. 相似文献
9.
Ann Shields Susan Dickstein Ronald Seifer Laura Giusti Karin Dodge Magee Becky Spritz 《Early education and development》2001,12(1):73-96
This short-term longitudinal study examined whether emotion regulation and emotion understanding made unique contributions towards at-risk preschoolers' classroom adaptation. To address this question, we assessed children's emotion regulation and their understanding of emotions in both self (self-awareness, emotion coping) and in others (emotion recognition, affective perspective taking, situation knowledge). Participants were 49 children (22 boys and 27 girls) who attended a Head Start program for low-income children. Seventy percent of this sample was Caucasian, with the remainder being of Latino, African American or biracial ethnicity. Emotion regulation at the start of the school year was associated with school adjustment at year's end, whereas early emotional lability/negativity predicted poorer outcomes. Children who made a smooth adjustment to preschool also were better able to take another person's affective perspective and to identify situations that would provoke different emotional responses. Emotion regulation and understanding made unique contributions towards school adjustment, even when controlling for potential confounds, including behavior problems and verbal abilities. Teachers appeared to influence children's emotional competence by serving an important regulatory function, especially for older preschoolers at-risk. 相似文献
10.
Parental coping with children's negative emotions: relations with children's emotional and social responding 总被引：2，自引：0，他引：2
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner. 相似文献
11.
Richard A. Fabes Nancy Eisenberg Laura D. Hanish Tracy L. Spinrad 《Early education and development》2001,12(1):11-27
Although there has been growing interest in the development of emotion, a surprisingly small amount of research deals with the vocabulary children use to refer to emotions. In the present study, we examined differences in children's spontaneous use of emotion vocabulary during their naturally-occurring peer interactions and explored these differences in relation to their likability as assessed by their peers. Preschoolers were observed in their interactions with other children and their utterances containing emotion words were recorded. The content, form, and pragmatic function of these emotion words then were analyzed. It was found that with increasing age, emotion vocabulary became more differentiated and complex. Moreover, children who used a larger number of different emotion words, made more references to others' emotional states, and used emotion vocabulary for social functions, were more liked by their peers. Discussion focused on understanding young children's use of emotion vocabulary, the contributions it makes to the quality of their social interactions, and the implications of these for early educators. 相似文献
12.
《教育心理学家》2013,48(3):183-193
The study of achievement motivation has been focused on the prediction of performance, while neglecting the self- and other-directed emotions and personality inferences that are inherent in achievement settings. Attributional principles are used here to provide a research scaffold to study these neglected topics. Included within the paper are examinations of admiration, anger, arrogance, contempt, deceit, derogation, encouragement, envy, flattery, gratitude, guilt, hopelessness, modesty, pride, schadenfreude (joy in the failure of another), shame, and sympathy. These are some of the psychologically meaningful emotions and personality inferences that are in need of research attention in achievement contexts. 相似文献
13.
从情绪的种族进化、人类情绪的生理机制和基本情绪来说明情绪的生物性,并从人类特有的复合情绪和自我意识情绪以及文化基因的存在对情绪的社会性进行了阐述.经过进化,人类具有特殊的情绪生理机制,情绪社会性通过文化基因而运转,情绪图式整合了人类情绪的生物性和社会性.情绪是生物性和社会性因素的交织,是先天与后天影响结合的复合心理组织... 相似文献
14.
This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10–12 years, and 2) the contribution of self-concept, metacognitive experiences (feeling of difficulty and feeling of success) and performance on emotions experienced after the task, controlling for gender and emotions experienced before the task. Results indicated a decrease in joy and contentment after problem solving. Performance did not contribute to emotions apart from hopelessness. The influence of performance on hopelessness was mediatized by metacognitive experiences. Self-concept contributed to joy, pride and shame but its influence became non-significant when we controlled for metacognitive experiences. Feeling of success mediatized the effect of self-concept on joy, pride and shame. Metacognitive experiences were also found to be important predictors of all emotions except worry. The need for new paradigms to study emotions in education is discussed. 相似文献
15.
Shame, guilt, symptoms of depression, and reported history of psychological maltreatment 总被引：1，自引：0，他引：1
OBJECTIVE: The purpose of the present study was to provide preliminary data extending earlier research on shame and guilt, examining their relationships both to symptoms of depression and to psychological maltreatment. Symptoms of depression were expected to correlate positively with shame, but not with guilt. Psychological maltreatment was also expected to correlate positively with shame. The relationship between psychological maltreatment and guilt was examined on an exploratory basis. METHOD: Two hundred and eighty participants from a public community college and a private university completed scales assessing shame, guilt, depression, and history of childhood psychological maltreatment. Pearson correlations were conducted with all data. RESULTS: Results indicated that symptoms of depression were positively correlated with both shame and guilt. Partial correlations were then conducted in which the linear effects of shame were removed from guilt. In this latter analysis, guilt was no longer positively correlated with symptoms of depression. Psychological maltreatment was also positively correlated with depression and with shame, but not with guilt. CONCLUSIONS: These results highlight the significance of psychological maltreatment in the relationship to the self-conscious emotions of guilt and shame. As in earlier studies, shame has been consistently correlated to poor psychological functioning, while guilt appears to be relatively unrelated to pathological functioning. 相似文献
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Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective 总被引：22，自引：0，他引：22
Bernard Weiner 《Educational Psychology Review》2000,12(1):1-14
Two related attribution theories of motivation are examined. One, an intrapersonal theory, includes self-directed thoughts (particularly expectancy of success) and self-directed emotions (pride, guilt, and shame). The second is an interpersonal theory and includes beliefs about the responsibility of others and other-directed affects of anger and sympathy. These two theories are respectively guided by the disparate metaphors of the person as a scientist and the person as a judge. Some experimental evidence supporting the conceptions and the range of phenomena that they incorporate are examined. 相似文献
19.
自我意识情绪具有社会性,而文化对于自我意识情绪的重要性便是由其社会性决定的。作为典型的自我意识情绪如内疚、羞耻,其跨文化研究已逐渐引起国内外学者关注。我们从跨文化的一致性和差异性两个维度分别进行阐述,从内疚、羞耻的产生、功能以及其与心理健康的关系等领域说明其具有跨文化一致性,同时内疚、羞耻情绪也会受到文化因素的影响导致其存在文化差异。以上述分析为基础,为自我意识情绪在跨文化研究中存在的不足提出自己的见解。 相似文献
20.
We report the results of two replication studies using attribution theory to analyze personal and interpersonal motivation
for collaborative projects. Undergraduate students responded to questionnaires containing hypothetical vignettes depicting
success or failure outcomes due to ability or effort for dyads working on a group project. Dependent measures included emotions
of shame, anger, pity, guilt, pride, and gratitude, as well as expectations for future success. Following the same procedures
as the original study, we used doubly multivariate analyses to test 21 theoretical predictions from attribution theory for
emotions and expectations for success. We replicated 17 of 21 results across all three studies and 20 of 21 results in the
two replication studies. Results are discussed within the context of attribution theory. 相似文献