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1.
Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
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本文以汉语中含人体词的固定情感表达为研究对象,从认知语义角度分析身体与情感的关系,以便进一步了解情感概念化所包含的体验性和文化性。研究表明,外在人体词在表达情感时最初大都是转喻,但这些表达一旦固定后也可用作隐喻;内在人体词在表达情感时与虚构的身体意象有关,而这些意象主要采用隐喻化形式;＂心＂是固定情感表达中使用频率最高的人体词。本文认为人体词在表达情感时是基于身体经验,所以势必受到文化模式的影响。 相似文献
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Research Findings: We examined associations among Anglo acculturation, Latino enculturation, maternal beliefs, mother–child emotion talk, and emotion understanding in 40 Latino preschool-age children and their mothers. Mothers self-reported Anglo acculturation, Latino enculturation, and beliefs about the value/danger of children's emotions and parent/child roles in emotion socialization. Mother–child emotion talk was observed during a Lego storytelling task. Children's emotion understanding was measured using 2 age-appropriate tasks. Correlations showed that mothers' Latino enculturation was associated with mothers' stronger belief in guiding children's emotions and children's lower emotion understanding. Anglo acculturation was associated with mothers' lower belief that emotions can be dangerous and children's better emotion understanding. Mothers with a stronger belief in guiding children's emotions more frequently labeled emotions. Mothers with a stronger belief that emotions can be dangerous less frequently explained emotions. Regressions controlling for child age and maternal education demonstrated that mothers with a stronger belief that children can learn about emotions on their own and mothers with greater Latino enculturation had children with lower emotion understanding, whereas mothers with greater Anglo acculturation had children with better emotion understanding. Practice or Policy: Results suggest that understanding both family acculturation and family enculturation will be helpful for early childhood researchers and educators seeking to assess and promote children's socioemotional development. 相似文献
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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
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Teachers have the opportunity to discuss the emotions of children as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. This observational study examines teachers discussions of emotions in three child care centers. The findings suggest that child care centers are important social contexts for learning about feelings because of ongoing interaction between teachers and children. Teachers in child care centers use various strategies with children to discuss their emotional expressions. They help children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotion regulation. The implications for teacher-training programs focusing on methods of facilitation of emotional competence and appropriate emotional socialization are presented. 相似文献
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《Studying Teacher Education》2013,9(3):296-307
ABSTRACTResearch on teacher emotion regulation is typically conducted by outsiders and focuses on how emotion is regulated. This self-study was conducted by a practicing teacher to explore the lived experience of teacher emotion regulation and the many influences that inspire the need for such regulation. Throughout a 14-week semester, daily “in-the-moment” recordings of emotion were collected as they arose, and analyzed weekly. With a critical friend, further analysis was conducted to explore the genesis of the emotion as well as the response and possible alternatives. We believe that understanding the experience of the emotion is possibly more important than how it is regulated. Through reflection, this teacher began to resolve deeper issues that had evoked negative emotions, which shifted her approach to difficult situations and reduced the amount of negative emotions experienced. We conclude that the research on emotion regulation should focus on understanding the underlying issue triggering the emotion than on controlling the emotions displayed. 相似文献
7.
《Parenting, science and practice》2013,13(2):105-126
Objective. This study explored the emotional experiences of mothers in interacting with their 2-year-old children and examined interrelations among maternal emotion, family distress, and observations of parenting sensitivity. Design. Sixty mothers and their 2-year-old children were observed interacting during both enjoyable (free play) and challenging (waiting) interaction tasks, and mothers provided self-report information about their emotional experiences during each task. Mothers also completed self-report measures to assess family distress. Results. Mothers experienced and expressed a range of positive and negative emotions during interactions with their toddlers, however, mothers' expressed (observed) and experienced (self-reported) emotions were generally uncorrelated. Mothers reported experiencing more positive emotion during interactions characterized by less child negativity and less negative emotion during interactions characterized by child expressions of positive emotion. Mothers' self-reported emotional experiences during interactions with their children moderated the associations between family distress (as reported by mothers) and sensitive parenting behaviors (as observed during parent-child interaction). Conclusions. Findings support a conceptualization of parenting as multiply determined by child, parent, and family contextual factors, with emotion serving an integral role. Results are also discussed with regard to parenting emotion as a potential target for intervention in distressed families. 相似文献
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Gross的情绪调节理论给儿童情绪发展提供良好的理论依据。通过对Gross情绪调节理论的梳理和分析,提出认知重评策略比表达抑制策略更能够合理地调节情绪,应在儿童时期促进认知重评策略的萌芽。促进儿童合理调节情绪,健康成长。 相似文献
9.
Marc A. Brackett James L. Floman Claire Ashton-James Lillia Cherkasskiy Peter Salovey 《Teachers and Teaching》2013,19(6):634-646
The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe that this might be the case not only comes from emotion-congruent judgment research, but also from the emerging field of teacher emotion research which is beginning to reveal that emotion may be an important element in various teacher cognitions and practices. The present study provides initial evidence that emotions may bias the grades teachers assign to their students, such that positive and negative emotions influence grade assignment in emotion-congruent ways. This research offers empirical contributions to research on emotion and cognition as well as on teacher emotion. 相似文献
10.
Silvia Casian Amélia Lopes Fátima Pereira 《The International Journal of Art & Design Education》2018,37(3):399-412
This article focuses on the emotions of 13 and 14 year‐old students related to visual art education activities. Our aim is to understand the interference of the students' emotions with the processes of the creation and reception of their own pictures, as well as their characteristics in an art education context. The article adopts a Vygotskian theoretical perspective about emotion and aesthetic education that refers to the biopsychological nature of emotion and its cultural determination. The need to transform emotions in art activities is stressed and the teenagers' pictures are interpreted as a means of communication. The data collection was based on questionnaires and interviews with seventh and eighth grade secondary school students. It is concluded that students' emotions are not only present in the creative process and in its result, but also that they could have a significant positive or negative impact on students' motivation and achievement behaviour in art education classes. In this context, the students' pictures, acting as stimuli, may evoke their emotions. 相似文献
11.
Emotion-related regulation: sharpening the definition 总被引：9，自引：0，他引：9
Cole, Martin, and Dennis (this issue) considered many important conceptual and methodological issues in their discussion of emotion regulation. Although it may be necessary to develop an integrated definition of the construct of emotion regulation, the definition provided in the Cole et al. article is too encompassing. It is important to differentiate emotion regulation from the effects of emotions on others and to differentiate among (a) regulation that stems from individuals external to the child versus behavior that is accomplished by the child, (b) behavior that is goal oriented versus unintentional, and (c) regulation that is voluntary versus behavior that is less voluntarily controlled. An alternate definition of emotion-related self-regulation is provided. 相似文献
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对情感语法形式的选择与文化、社会和个人三者对情感本质的态度相关。表现在句法风格上,当身体出现变化,或体验者主动产生言语或面部交际行为时,一种情况就是体验者成为注意中心。另一种情况是,当情感、身体部位或身体感知出现自发变化,且不以人的意志为转移时,它们就成为注意焦点。本文通过英、汉互译的语料分析说明这种句法选择,并通过实证检验说明句法脚本与情感的联系。 相似文献
14.
李树锋 《贵州教育学院学报》2008,24(10):55-57
嘹歌是壮民族民歌中的一朵奇葩,它具有丰富的文化内涵和较高的艺术审美价值。嘹歌歌唱起来声音婉转嘹亮,极富有韵律美。嘹歌中蕴含着大量的物象,这些物象饱含着真挚情感和文化艺术内涵,从而构成了富含深意的审美意象,同时嘹歌也淋漓尽致地展现了率真的人性关和对爱情的朴质情感。 相似文献
15.
基本情绪理论假定在自然界广泛存在着6-8种基本情绪构成所有情绪的基础,然而情绪的社会建构理论否定了情绪的自然属性和整体性.原始情绪理论对基本情绪理论进行了拓展,它将行为准备状态作为情绪产生的基础,有效地解决了基本情绪理论与情绪的社会建构理论之间的矛盾.这是对情绪形成过程的一种大胆假设,丰富和发展了情绪理论. 相似文献
16.
国外教师情绪研究的视角转换与启示 总被引：1，自引：0，他引：1
自20世纪80年代以来,教师情绪逐渐得到研究者的重视,成为多学科研究的对象。这些研究表现出较为明显的阶段性特征,在第一阶段,研究者倾向于把教师情绪作为教师个人的内部心理特征,旨在确立教师情绪在教育中的价值;在第二阶段,研究者侧重从社会关系层面看待教师情绪,积极关注社会关系、政策改变与教师情绪体验之间的联系;在第三阶段,研究者开始把教师情绪的社会文化特征纳入研究之中,侧重从权力关系、情绪规则等研究教师情绪的塑造、转换和抵制。 相似文献
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Cognitive processes associated with child neglect 总被引：1，自引：0，他引：1
OBJECTIVE: To compare neglectful and non-neglectful mothers on information processing tasks related to child emotions, behaviors, the caregiving relationship, and recall of child-related information. METHOD: A natural group design was used. Neglectful mothers (N=34) were chosen from active, chronic caseloads; non-neglectful comparison mothers (N=33) were obtained from community agencies serving families. Participants were administered the IFEEL Picture task to assess maternal perceptions of infant emotions, eight vignettes of young children's behavior to assess attributions for child behavior across different scenarios, and a passage recall task to assess information processing problems. A measure of depression was used as a covariate to control for this variable. RESULTS: Neglectful mothers were significantly less likely to recognize infants' feelings of interest, more likely to see sadness and shame, more inaccurate at labeling infants' emotions, and had a more limited emotion vocabulary. They also made more internal and stable attributions for children's behaviors in situations where it was not clear whether a child was at risk of harm, and had poor recall of information. Depressive symptoms had little effect on these findings with the exception of information recall. CONCLUSIONS: Neglectful mothers show significant problems in information processing concerning their child's emotions and behaviors, which may affect their childrearing behavior. Cognitive-behavioral interventions to improve parents' abilities to recognize their child's emotions and to address maladaptive attributions may be of value. 相似文献
19.
Hui Wang Nathan C. Hall Ming Ming Chiu Thomas Goetz Katarzyna Gogol 《Educational Measurement》2020,39(3):122-134
This study tests whether teachers’ emotional labor in classroom settings is optimally conceptualized according to the type of emotional labor strategy involved (genuinely expressing, hiding, and faking emotions), the specific type of emotion being performed in class (e.g., enjoyment vs. pride vs. anxiety), or both strategy type and emotion type. Multitrait–multimethod analyses of 1,086 Canadian teachers’ survey responses showed teachers’ responses to emotional labor items to be most reliably differentiated according to both specific types of emotional labor strategies as well as the valence of the emotion being performed. Findings were largely consistent with common “display rules” encouraging expression of positive emotions and hiding of negative emotions by teachers in classroom settings. Results further showed teachers’ emotional labor strategies for negative emotions to be particularly contingent on the specific discrete emotion involved, highlighting the complexity of expressing negative emotions as a behavior management strategy. 相似文献
20.
在线讨论作为在线学习的重要组成部分,其产生的文本数据可以反映学习者的认知水平、互动质量以及情绪状态。学习情绪影响认知行为,从而影响学习成效,研究学习情绪和认知行为之间的关系非常重要。文章基于Harris等人的情绪分类法和蔡今中的认知分类体系,使用内容分析法和滞后序列分析法研究学习者的动态学习情绪、认知行为序列模式以及学习情绪和认知行为之间的关系。研究表明:困惑情绪和消极情绪会转化为积极情绪,但是中性情绪不会转化为积极情绪;学习者倾向于呈现描述行为和推断或解释行为,且认知行为序列模式具有渐进性特征;描述行为会引发消极情绪,比较行为、推断或解释行为会引发积极情绪。教师可根据学习者的行为转换情况进行适当的指导和干预,以提升学习者的学习效果。 相似文献