情绪调节策略对受欢迎-不受欢迎初中生社会行为的影响

发布时间：2018-05-04 02:13

本文选题：助人行为 + 攻击行为　；参考：《曲阜师范大学》2017年硕士论文

【摘要】：研究者近年来已经将情绪调节策略作为心理学的热点研究课题。诸多研究证实,情绪调节是个体社会能力的形成和发展过程中重要的影响因素,个体情绪调节能力越好,越有可能对同伴及其他人表现出亲社会行为,如助人行为;而对抑制、回避等消极情绪调节策略的经常性使用及其依赖,则可能会损害自己与他人的交流,个体的问题行为(如攻击行为)也会随之增多。然而作为影响个体社会行为的一个重要因素,大多数学者在研究情绪调节策略时主要集中在它的自发性使用上,忽略了情绪调节的指示性使用对初中生助人行为和攻击行为的影响。因此,本研究首先在重复前人研究的基础上,采用同伴提名、问卷调查等研究方法考察了不同性别、受欢迎程度对初中生情绪调节策略的影响。然后采用2(被试:受欢迎\不受欢迎)×3(情绪调节策略:认知重评\表达抑制\控制组)的被试间实验设计,利用情境设置法并结合不同的图片材料分别诱发被试的情绪,运用助人时间表和辣椒酱范式分别测量不同情绪调节策略下初中生的助人行为和攻击行为,以探索不同情绪调节策略对不同受欢迎-不受欢迎初中生社会行为的影响。以上研究得到如下结论:(1)与女生相比,男生更倾向于采取表达抑制对自己的情绪进行调节。受欢迎初中生对表达抑制的自发性使用显著低于不受欢迎初中生。(2)不同的情绪调节策略对不受欢迎初中生助人行为的影响有显著性差异,与控制组和表达抑制组初中生相比,采用认知重评策略的初中生更倾向于做出助人行为;而使用表达抑制策略的初中生与控制组初中生的助人行为并没有显著性差别。(3)对于受欢迎初中生而言,情绪调节策略对其助人行为没有显著性差异。(4)情绪调节策略对不同受欢迎程度初中生的攻击行为均有显著性影响,采用表达抑制策略的初中生比采用认知重评策略的初中生更容易做出攻击行为。(5)认知重评策略下,不同受欢迎程度初中生的攻击行为没有明显差异;而在表达抑制组和控制组中,受欢迎初中生的攻击行为显著低于不受欢迎初中生。
[Abstract]:In recent years, researchers have made emotional regulation strategies a hot topic in psychology. Many studies have confirmed that emotional regulation is an important influence factor in the formation and development of individual social ability. The better the individual emotional regulation ability is, the more likely it is to show pro-social behavior to peers and others, such as helping others, but to inhibition. The frequent use and dependence of negative emotion regulation strategies such as avoidance may damage the communication between oneself and others, and the individual problem behavior (such as aggression) will increase with it. However, as an important factor affecting individual social behavior, most scholars focus on the spontaneous use of emotion regulation strategies. The influence of indicative use of emotion regulation on helping behavior and aggressive behavior of junior high school students was ignored. Therefore, on the basis of repeated previous studies, this study investigated the influence of gender and popularity on emotional regulation strategies of junior high school students by peer nomination and questionnaire survey. Then the subjects were designed with 2 (subjects: welcome\ unwelcome) 脳 3 (emotion regulation strategy: cognitive reassessment\ expression inhibition\ control group), and the emotion was induced by using the situational setting method and combining with different picture materials. In order to explore the influence of different emotional regulation strategies on the social behavior of different popular and unwelcome junior middle school students, the help schedule and chili sauce paradigm were used to measure the helping behavior and aggression behavior of junior high school students under different emotional regulation strategies. Conclusion: compared with girls, male students tend to regulate their emotions with expression suppression. The spontaneous use of expression inhibition in popular junior high school students was significantly lower than that in unwelcome junior high school students.) there were significant differences in the influence of different emotion regulation strategies on the helping behavior of unwelcome junior high school students, compared with the control group and the expression inhibition group, compared with the control group and the expression inhibition group. The junior high school students who adopted cognitive reappraisal strategy were more likely to make helpful behavior, while the junior high school students who used the expression inhibition strategy had no significant difference in helping behavior between the control group and the control group. 3) for the popular junior high school students, there was no significant difference between them. There was no significant difference between emotional regulation strategies and helping behaviors. (4) emotional regulation strategies had significant effects on aggressive behavior of junior high school students with different popularity. Under the cognitive reappraisal strategy, there was no significant difference in the aggressive behavior among the junior high school students with different popularity. In expression inhibition group and control group, the aggressive behavior of popular junior high school students was significantly lower than that of unwelcome junior high school students.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.6

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