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1.
Ross A. Thompson 《Educational Psychology Review》1991,3(4):269-307
Current neofunctionalist views of emotion underscore the biologically adaptive and psychologically constructive contributions of emotion to organized behavior, but little is known of the development of the emotional regulatory processes by which this is fostered. Emotional regulation refers to the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. This review provides a developmental outline of emotional regulation and its relation to emotional development throughout the life-span. The biological foundations of emotional self-regulation and individual differences in regulatory tendencies are summarized. Extrinsic influences on the early regulation of a child's emotion and their long-term significance are then discussed, including a parent's direct intervention strategies, selective reinforcement and modeling processes, affective induction, and the caregiver's ecological control of opportunity for heightened emotion and its management. Intrinsic contributors to the growth of emotional self-regulatory capacities include the emergence of language and cognitive skills, the child's growing emotional and self-understanding (and cognized strategies of emotional self-control), and the emergence of a theory of personal emotion in adolescence. 相似文献
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Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in relation to graduate employability. However, there are very few empirical studies which demonstrate that emotional functioning ability is something that it is possible to teach and develop. This study investigates whether it is possible to improve levels of emotional intelligence and emotional self-efficacy in university students through a teaching intervention. The findings show that it is possible to increase emotional self-efficacy and some aspects of emotional intelligence ability. These findings are considered within the framework of graduate employability, as improving emotional functioning may be particularly important to young people who will shortly join the graduate working population. 相似文献
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The results of a survey of 1281 Chinese school teachers support a second-order factor structure of emotional intelligence. It is found that teachers' emotional intelligence has a significant impact on teaching satisfaction and their use of two emotional labor strategies, i.e., deep acting and expression of naturally felt emotions, but it is not a significant predictor of surface acting. Among the three emotional labor strategies, only expression of naturally felt emotion significantly influences teaching satisfaction. These findings could be explained by differences in the nature of various emotional labor strategies. Implications for teaching and teacher education are put forward. 相似文献
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OBJECTIVE: To evaluate a model in which chronic emotional inhibition mediates the relationship between a history of childhood emotional invalidation or abuse and adult psychological distress. METHOD: One hundred and twenty-seven participants completed a series of self-report questionnaires, and a subset of this group (n=88) completed an additional measure of current avoidant coping in response to a laboratory stressor. Structural equation modeling was used to evaluate and compare a full and partial mediational model. RESULTS: Findings strongly supported a model in which a history of childhood emotional invalidation (i.e., psychological abuse and parental punishment, minimization, and distress in response to negative emotion) was associated with chronic emotional inhibition in adulthood (i.e., ambivalence over emotional expression, thought suppression, and avoidant stress responses). In turn, emotional inhibition significantly predicted psychological distress, including depression and anxiety symptoms. CONCLUSION: This study found support for a model in which the relation between recollected negative emotion socialization in childhood and adult psychological distress was fully mediated by a style of inhibiting emotional experience and expression. Although it is likely that childhood emotional inhibition is functional (e.g., reduces parental distress and rejection), results suggest that chronic emotional inhibition may have long-term negative consequences for the inhibitor. 相似文献
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Robin Luth 《Emotional and Behavioural Difficulties》2013,18(4):251-264
Abstract The article examines the use of information and communication technology to enhance the educational achievement of a group of students evidencing a variety of EBD in a mainstream school setting. It is believed that ICT will have just as important a part to play in the education of students with EBD as it will with other sensory or physical special educational needs. The article examines within-child factors which make a cognitive-behavioural approach potentially powerful. It suggests that ICT can enhance the educational experience of EBD pupils if careful attention is paid to the creation of a therapeutic teaching environment and the interaction of the student/curriculum and teacher/student interfaces. The article discusses the implementation of an integrated learning system in an inner London comprehensive school and its effects on those pupils presenting with emotionally disordered learning difficulties. 相似文献
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情绪实质及情绪表现度研究 总被引：1，自引：0，他引：1
刘淳松 《四川教育学院学报》2003,19(5):10-11,17
情绪是一种非常重要、极为复杂的心理现象，对它的研究具有较强的理论意义和实践意义。本文从情绪的内隐性和外显性两方面对情绪实质与情绪表现度的有关研究进行综述并提出作者的观点。 相似文献
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Davies PT Harold GT Goeke-Morey MC Cummings EM Shelton K Rasi JA 《Monographs of the Society for Research in Child Development》2002,67(3):i-v, vii-viii, 1-115
Guided by the emotional security hypothesis developed by Davies & Cummings (1994), studies were conducted to test a conceptual refinement of children's adjustment to parental conflict in relation to hypotheses of other prominent theories. Study 1 examined whether the pattern of child responses to simulations of adult conflict tactics and topics was consistent with the emotional security hypothesis and social learning theory in a sample of 327 Welsh children. Supporting the emotional security hypothesis, child reports of fear, avoidance, and involvement were especially prominent responses to destructive conflict. Study 2 examined the relative roles of child emotional insecurity and social-cognitive appraisals in accounting for associations between parental conflict and child psychological symptoms in a sample of 285 Welsh children and parents. Findings indicated that child emotional insecurity was a robust intervening process in the prospective links between parental conflict and child maladjustment even when intervening processes proposed in the social-cognitive models were included in the analyses. Studies 3 and 4 explored pathways among parental conflict, child emotional insecurity, and psychological adjustment in the broader family context with a sample of 174 children and mothers. Supporting the emotional security hypothesis, Study 3 findings indicated that child insecurity continued to mediate the link between parental conflict and child maladjustment even after specifying the effects of other parenting processes. Parenting difficulties accompanying interparental conflict were related to child maladjustment through their association with insecure parent-child attachment. In support of the emotional security hypothesis, Study 4 findings indicated that family instability, parenting difficulties, and parent-child attachment insecurity potentiated mediational pathways among parental conflict, child insecurity, and maladjustment. Family cohesiveness, interparental satisfaction, and interparental expressiveness appeared to be protective factors in these mediational paths. No support was found for the social learning theory prediction that parent-child warmth would amplify associations between parental conflict and child disruptive behaviors. 相似文献
8.
王兰永 《佳木斯教育学院学报》2014,(9)
我国正处于社会转型期。社会转型的过程用当代社会理论来表述,即一个不断具备"现代性"特征的过程。聚焦于该过程中官员群体两性情感失范行为是本文的主题。主流社会对婚姻之外的两性情感行为缺乏有效调节与引导机制是这种失范行为的主要原因.要破解这一难题,"堵"与"疏"之间,仅仅通过禁忌的话语方式难以解决,它更多的是需要健全和完善相关的社会机制。在这方面,倡导文化多样、价值多元的极具包容性的社会人类学科更具优势。 相似文献
9.
Eli M. Bower 《Psychology in the schools》1982,19(1):55-60
The legal definition of “emotional disturbance” proposed by the Federal Government under PL 94–142 is Bower's 1957 definition with some modifications. The modifications do serious damage to the integrity of the research and conceptual base from which the definition is drawn. The difficulties inherent in a definition of this type of handicapped are delineated. It is suggested that where policy makers and researchers join together, such relationships are best enhanced when each respects the assumptions and concepts of the other. 相似文献
10.
Donald J. Dickinson 《Psychology in the schools》1978,15(4):472-477
New procedures for assessing the behavior of children in an environmental context are available to the school psychologist. The procedures, which are sometimes called psychosituational or informal assessments, examine the influence of the external environment as setting the occasion for emotional and behavioral problems. Covert speech of children also is viewed as an event which can occasion behavioral problems and can serve to reinforce and/or punish the behavior. Procedures are outlined for conducting the direct assessment. 相似文献
11.
The inclusion of games in mathematics programmes is widely believed to foster the enjoyment of mathematics. The focus of this paper is on fluctuations in emotional climate during the playing of whole-class mathematics games. A multimethod approach drawing on the sociology of emotions was employed to explore changes in the classroom emotional climate that were associated with game playing. The event-oriented inquiry was conducted with two teachers and a class of 10- to 13-year-olds in a New Zealand classroom during mathematics sessions. Over a series of eight mathematics lessons, there were three noticeable fluctuations in emotional climate, all of which occurred during whole-class games. Our analysis of these three events identified a successful interaction with dramatic emotional energy associated with a positive emotional climate, a successful interaction with undramatic emotional energy associated with positive emotional climate, and an unsuccessful interaction associated with negative emotional climate with interactional repair. The third event also illustrated how the incomplete nature of a game’s rules can provide an opportunity for a negative emotional climate to be associated with game playing. The taken-for-granted wisdom that whole-class mathematics games can enhance emotional aspects of a classroom learning environment is supported by some of our evidence.
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《Australian Journal of Learning Difficulties》2013,18(2):107-135
ABSTRACTLearning disabilities are associated with mental health, behavioural and social difficulties. Developmental dyslexia is a particularly salient example of a learning disability that is associated with social and emotional consequences that are not considered primary features of the disorder. These issues can remain and, in some cases, escalate in adulthood. Practitioners should be made aware of the consequences of the emotional impact of such learning disabilities. The following is a comprehensive review of over 100 journal articles investigating the emotional consequences of developmental dyslexia. Articles published between 1980 and 2018 were found using keywords “dyslexia” and “emotion” or “internalizing behaviour”, “externalizing behaviour”, “depression” or “anxiety”. This review provides an overview of the literature investigating the emotional consequences of developmental dyslexia and suggestions to avoid or at least minimize these consequences on the individual, their family and society are provided. 相似文献
16.
Sexual abuse: somatic and emotional reactions 总被引：2，自引：0，他引：2
A chart review and telephone interview of 72 sexual abuse victims was conducted to determine if children and adolescents who are victims of sexual abuse suffer from symptoms similar to the "rape trauma syndrome," which has been reported in adults. Symptoms similar to the rape trauma syndrome were found in 48 of the 72 abused children and only 26 of the matched control group, p less than .01. Common somatic complaints in the sexual abuse patients included dysuria, vaginal discharge and chronic abdominal pain. Some of the emotional and behavioral problems noted during the follow-up period among the sexual abuse patients included sleep problems, runaway behavior, and suicide attempts. The duration of abuse and age of the victim at the time of abuse significantly affected the frequency of reported somatic symptoms, but the type of abuse and type of assailant did not significantly affect the frequency of reported somatic and emotional reactions. There was no difference in the occurrence of school problems and early pregnancy between sexually abused patients and controls. Since 67% of all sexually abused patients suffered from emotional and somatic reactions, close follow-up of these patients is indicated. 相似文献
17.
施炎坤 《厦门教育学院学报》2002,4(2):23-25
情感图式与具象化本应是作生成过程的重要环节并且是一个体现创新思维、展示自我个性的想象环节。可长期以来，这一环节被传统作生成理论漠视，导致世人对作教学的诸多责难。重新审视这一环节，对作教学具有理论和实践的指导意义。 相似文献
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Mapping the classroom emotional environment 总被引：1，自引：0，他引：1
Shane T. Harvey David Bimler Ian M. Evans John Kirkland Pia Pechtel 《Teaching and Teacher Education》2012
Harvey and Evans (2003) have proposed that teachers’ emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping psychological constructs, teachers’ emotional practices were transformed into a ‘map’ with three spatial dimensions, which was supported by comparative validity checks. The nature of emotional practice was further investigated by administering a Q-Sort of emotional practice items to 100 teachers. Ten highly applicable clusters of emotional behavior across six profile patterns with teachers were identified. Authors’ model and the applicability of emotions were generally supported. 相似文献
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The emotional practice of teaching 总被引：18，自引：0，他引：18
Andy Hargreaves 《Teaching and Teacher Education》1998,14(8):835-854