流动儿童消极学业情绪对学习自我效能感的影响:情绪调节策略的调节作用

发布时间：2018-06-23 08:30

本文选题：情绪调节策略 + 流动儿童　；参考：《心理发展与教育》2017年01期

【摘要】：以397名流动儿童为被试,采用问卷法考察流动儿童消极学业情绪对学习自我效能感的影响以及情绪调节策略在其中的调节作用。结果表明:(1)流动儿童学业情绪对控制感的负向预测作用高于对基本能力感的预测作用,其中有恼火、羞愧、无助对基本能力感预测作用显著;认知重评对基本能力感预测作用显著,并且认知重评情绪调节策略对恼火、沮丧与基本能力感的关系有调节作用,而表达抑制对无助与基本能力感的关系有调节作用。(2)流动儿童学业情绪中除恼火外,焦虑、羞愧、厌倦、无助、沮丧和心烦对控制感的预测作用均显著。认知重评和表达抑制均对控制感的预测作用显著,并且认知重评与羞愧、厌倦、沮丧的调节作用显著,表达抑制与沮丧的调节作用显著。
[Abstract]:The effects of negative academic emotion on learning self-efficacy and the role of emotion regulation strategies in 397 migrant children were investigated by questionnaire. The results showed that: (1) the negative predictive effect of academic emotion on the sense of control was higher than that of the sense of basic ability in floating children, in which anger, shame and helplessness had significant predictive effects on the sense of basic ability; Cognitive reassessment has a significant effect on the prediction of basic competence, and cognitive reassessment of emotion regulation strategy can regulate the relationship between anger, depression and basic competence. But expression inhibition can regulate the relationship between helplessness and basic ability. (2) except irritation, anxiety, shame, boredom, helplessness, depression and upset have significant predictive effects on the sense of control. Both cognitive reappraisal and expression inhibition had significant predictive effects on the sense of control, and cognitive reappraisal and shame, boredom, depression had significant regulatory effects, and expression inhibition and depression had significant regulatory effects.
【作者单位】：安徽师范大学心理学系;北京师范大学中国基础教育质量监测协同创新中心;
【基金】：国家社会科学基金教育学青年课题“不同类型流动青少年心理健康教育的衔接与贯通研究”(CBA120108)
【分类号】：G442

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