父母元情绪理念对学龄前儿童情绪调节影响的实验研究
发布时间：2018-08-13 21:14
【摘要】：家庭作为儿童成长过程中重要的环境因素对儿童发展具有重要影响。近年来，从父母的情绪社会化角度来考察家庭教养行为对儿童情绪发展的影响已成为一个新的热点。越来越多的研究发现家庭或学校的情绪氛围对儿童社会性、情绪、人格、心理健康和成就发展等多方面均产生重要影响。父母与儿童互动关系中的情感特征与儿童社会行为的质量、同伴关系、问题行为等相关联。儿童在家庭中学会的远远不止是诸如发怒、悲伤或高兴这样的具体情感表达技能，他们还学会了很多情绪相关的知识、理念和如何调控的过程。情绪体验、情绪表达往往伴随着情绪调节，因此近年来对儿童情绪调节的研究引起广泛关注。父母教养行为影响着儿童的情绪性发展，而父母对情绪所持的态度、观点和价值观将指导其教养行为。Gottman提出的父母元情绪理念就是指父母对孩童情绪表现所产生的一组情绪、行为、态度与理念等反应模式。本研究以此为理论基础，主要探讨父母元情绪理念对儿童情绪调节能力的影响，同时选择儿童气质为第三变量，分别探讨这两个变量及其交互作用对学龄前儿童情绪调节能力的影响。父亲作为家庭的主要成员在儿童成长过程中扮演着重要角色，因此本研究将父亲变量对儿童情绪调节的影响进行单独探究。 在山东省曲阜市某幼儿园随机选择90对4-7岁学龄前儿童及其父母作为研究对象。采用观察实验编码的方法测量儿童的情绪调节能力。运用经典的“失望礼物范式”，录像并编码儿童看到失望礼物后的情绪反应，，以此测量儿童的消极情绪调节分数。父母元情绪理念使用叶光辉编制的“父母元情绪理念量表”测量，由父母分别报告，儿童气质特征使用“儿童行为量表”（CBQ）测量，由母亲报告。 研究得到如下结论： （1）母亲情绪教导的元情绪理念对学龄前儿童较高的情绪调节能力具有显著的预测作用，而母亲情绪不干涉和情绪失控的元情绪理念与学龄前儿童较低的情绪调节能力具有显著的正相关。 （2）父亲情绪教导的元情绪理念对学龄前儿童较高的情绪调节能力具有显著的预测作用。 （3）儿童努力控制对学龄前儿童的情绪调节能力具有显著的正向预测作用。 （4）儿童努力控制在母亲情绪教导元情绪理念与儿童情绪调节的关系中起调节作用。母亲持情绪教导的元情绪理念对于低努力控制水平的儿童来说，对其情绪调节能力的促进作用更大。
[Abstract]:As an important environmental factor in the process of children's growth, family plays an important role in the development of children. In recent years, it has become a new hotspot to investigate the influence of parenting behavior on children's emotional development from the perspective of parents' emotional socialization. More and more researches have found that the emotional atmosphere of family or school has an important influence on children's sociality, emotion, personality, mental health and achievement development. The affective characteristics in the interaction between parents and children are related to the quality of children's social behavior, peer relationship, problem behavior and so on. Children in the family learn much more than specific emotional expression skills such as anger, sadness or joy. They also learn a lot about emotional knowledge, ideas, and processes of regulation. Emotional experience, emotional expression is often accompanied by emotional regulation, so in recent years, the research on children's emotional regulation has attracted wide attention. Parental rearing behavior affects the emotional development of children, and the attitudes, views and values of parents to emotion will guide their parenting behavior. Gottman's concept of parental meta-emotion refers to a set of emotions generated by parents' emotional performance in children. Response patterns such as behavior, attitude, and ideas. Based on this theory, this study mainly discusses the influence of parents' meta-emotional concept on children's emotional regulation ability, and selects children's temperament as the third variable. To explore the effects of these two variables and their interactions on the emotional regulation ability of preschool children. Father, as the main member of the family, plays an important role in the development of children. Therefore, the influence of father variables on children's emotional regulation is investigated separately in this study. 90 preschool children aged 4-7 and their parents were randomly selected from a kindergarten in Qufu, Shandong Province. The emotion regulation ability of children was measured by the method of observation experiment coding. Using the classic "disappointed gift paradigm", the children's emotional responses were recorded and coded to measure the negative emotion adjustment scores of the children. The parents' meta-emotional concept was measured by "parental meta-emotional concept scale", which was reported by parents respectively, and the temperament of children was measured by "Child behavior scale" (CBQ) and reported by mother. The conclusions of the study are as follows: (1) the meta-emotional concept taught by mothers has a significant predictive effect on preschool children's higher emotional regulation ability. However, the meta-emotional concept of mother's emotional non-interference and emotional loss out of control was significantly positively related to the lower emotional regulation ability of preschool children. (2) the meta-emotional concept taught by father's emotion was higher for preschool children (3) Children's efforts to control have a significant positive predictive effect on preschool children's emotional regulation ability. (4) Children's efforts to control in the mother's emotional teaching unit. The relationship between emotional concept and children's emotional regulation plays a regulating role. The meta-emotional concept taught by mothers plays a greater role in promoting the ability of emotional regulation for children with low level of control.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.6
本文编号：2182210
[Abstract]:As an important environmental factor in the process of children's growth, family plays an important role in the development of children. In recent years, it has become a new hotspot to investigate the influence of parenting behavior on children's emotional development from the perspective of parents' emotional socialization. More and more researches have found that the emotional atmosphere of family or school has an important influence on children's sociality, emotion, personality, mental health and achievement development. The affective characteristics in the interaction between parents and children are related to the quality of children's social behavior, peer relationship, problem behavior and so on. Children in the family learn much more than specific emotional expression skills such as anger, sadness or joy. They also learn a lot about emotional knowledge, ideas, and processes of regulation. Emotional experience, emotional expression is often accompanied by emotional regulation, so in recent years, the research on children's emotional regulation has attracted wide attention. Parental rearing behavior affects the emotional development of children, and the attitudes, views and values of parents to emotion will guide their parenting behavior. Gottman's concept of parental meta-emotion refers to a set of emotions generated by parents' emotional performance in children. Response patterns such as behavior, attitude, and ideas. Based on this theory, this study mainly discusses the influence of parents' meta-emotional concept on children's emotional regulation ability, and selects children's temperament as the third variable. To explore the effects of these two variables and their interactions on the emotional regulation ability of preschool children. Father, as the main member of the family, plays an important role in the development of children. Therefore, the influence of father variables on children's emotional regulation is investigated separately in this study. 90 preschool children aged 4-7 and their parents were randomly selected from a kindergarten in Qufu, Shandong Province. The emotion regulation ability of children was measured by the method of observation experiment coding. Using the classic "disappointed gift paradigm", the children's emotional responses were recorded and coded to measure the negative emotion adjustment scores of the children. The parents' meta-emotional concept was measured by "parental meta-emotional concept scale", which was reported by parents respectively, and the temperament of children was measured by "Child behavior scale" (CBQ) and reported by mother. The conclusions of the study are as follows: (1) the meta-emotional concept taught by mothers has a significant predictive effect on preschool children's higher emotional regulation ability. However, the meta-emotional concept of mother's emotional non-interference and emotional loss out of control was significantly positively related to the lower emotional regulation ability of preschool children. (2) the meta-emotional concept taught by father's emotion was higher for preschool children (3) Children's efforts to control have a significant positive predictive effect on preschool children's emotional regulation ability. (4) Children's efforts to control in the mother's emotional teaching unit. The relationship between emotional concept and children's emotional regulation plays a regulating role. The meta-emotional concept taught by mothers plays a greater role in promoting the ability of emotional regulation for children with low level of control.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.6
【共引文献】
相关期刊论文 前2条
1 杨立昊;许远理;;具身认知与具身情绪[J];信阳师范学院学报(哲学社会科学版);2014年02期
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相关博士学位论文 前1条
1 吴晓亮;个体情绪智力与自我效能感对适应性绩效的影响研究[D];昆明理工大学;2014年
本文编号：2182210
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