教师情绪理解的影响因素及认知加工特点

发布时间：2018-04-15 22:10

本文选题：教师 + 情绪理解　；参考：《上海师范大学》2017年博士论文

【摘要】：情绪理解既是一种能力也是一种心理过程,它是情绪智力的重要组成部分。具体来说情绪理解是指个体根据所面临的各种线索,结合所处的文化及社会规则,对情绪进行准确推测、解释的能力。也是对情绪线索进行编码和解释的一系列心理加工过程。相对于言语理解来说,对他人外显和内隐的情绪做出快速和准确理解更能有助于个体自我调节以适应复杂的人际交往,也能更好的对他人行为做出合理的预测,使风险和人际冲突防范于未然。然而,以往对于情绪理解的研究更多集中于儿童情绪理解的发生与发展方面,对健康的成人群体关注较少。教师作为一种特殊的职业需要,在日常教学管理和师生交流中都需要对学生的情绪做出快速而准确的理解。近来,校园欺凌、师生冲突等不良事件时有发生,其中不乏一些由于教师未能理解或错误理解学生情绪而引起的事故。因此对教师情绪理解方面的研究日益受到人们的重视。本研究从能力特征和心理过程两个方面来探究教师情绪理解的结构维度、影响因素和加工特点,以期为教师的日常教学、学生管理、教师培训以及校园突发事件中的危机干预等,从情绪理解的角度对实践提供理论指导。基于上述理论探索和实践应用两方面的需求,本研究主要围绕以下三方面的内容展开:研究一,教师情绪理解的结构探索。基于对以往文献的梳理与分析,并通过对教师和学生的实地访谈与问卷调查,结合数据统计结果建构起了教师情绪理解能力的结构。并在此过程中编制了符合心理测量学要求的《教师情绪理解能力问卷》。研究一为后续问题研究的设计与材料编制提供了理论与实证基础。研究二,教师情绪理解的影响因素研究。基于研究一的结论,研究二使用问卷调查法和实验法,考察了教师情绪理解的影响因素。首先,使用自编问卷和已有问卷进行调查发现,教师情绪理解与性别、教龄、所教年级等之间存在相关关系;与人格和自我概念中的部分维度也存在相关关系。其次,通过两个行为实验则发现人际关系对教师情绪理解具有重要影响。研究三,教师情绪理解过程的心理加工特点研究。首先使用眼动追踪技术,考察了教师在理解情绪的过程中,如何应用非言语情绪的不同线索,并比较了新手和经验教师的不同加工特点。其次,借助于事件相关电位(ERP)技术,使用词汇和句子判断任务,考察了教师在理解外显和内隐的言语情绪过程中认知加工的时间进程特点,并比较了不同情绪能力的职前教师在加工上的差异性。基于上述研究结果,本研究可以得出以下结论:1、教师情绪理解的结构主要包含三个方面,即识别复杂情绪、归纳情绪原因和认识情绪转化。所编制的《教师情绪理解能力问卷》符合心理测量学要求,可以作为教师情绪理解能力的测查工具。2、教师情绪理解的能力:(1)与性别有关,女性教师的情绪理解能力普遍高于男性教师;(2)与教师的教龄成正相关,教龄越长情绪理解能力越强;(3)与所教年级之间的相关呈现倒U型,小学教师和大学教师的情绪理解能力显著高于中职教师和高中教师;(4)与教师人格特质中的神经质和自我概念有关,情绪稳定与自我概念良好的教师其情绪理解能力更高。3、理解对象的熟悉度和好感度,以及情绪类型是影响教师情绪理解速度与准确性的重要因素。(1)教师在理解熟悉的学生情绪时,相对于不熟悉的学生来说更容易忽视他们情绪产生的原因。(2)教师在理解好感度低的学生情绪时,如果是正性的情绪容易做出外归因,如果是负性的情绪容易做出内归因。(3)教师对不熟悉的和好感度低的学生,需要花费更长的时间来判断他们的情绪是否会发生转化。4、教师在对非言语情绪进行理解的过程中,背景线索具有十分重要的影响作用,该影响发生在认知加工的早期和晚期阶段,尤其是对晚期阶段的影响更加明显。此外,教师的教龄也对非言语情绪理解的加工产生了影响,相对于新手教师来说,经验教师的认知效率更高,对任务难度的感受性更低。5、教师对言语情绪进行理解时,内隐情绪语义和外显情绪词汇一样,能引起注意。并且高情绪理解能力促进了内隐情绪信息的识别速度和早期内隐语义的加工。
[Abstract]:Emotion understanding is a kind of ability is a psychological process, it is an important part of emotional intelligence. The emotion understanding refers to the individual according to the various clues faced, combined with the cultural and social rules, to accurately explain the emotions that ability. Also is a series of psychological processing and encoding interpretation of emotional cues. Compared to speech understanding, make a rapid and accurate understanding is more helpful to self adjusting interpersonal communication to adapt to the complex of others explicit and implicit emotions, but also better for others to make reasonable predictions, the risk and conflict prevention in the first place. However, the previous research on emotion understanding more focus on the children's emotion understanding the occurrence and development of healthy adult population, less attention. Teachers as a special occupation, often taught in Japan Management and communication between teachers and students are required to students' emotion and make rapid and accurate understanding. Recently, bullying, conflict and other adverse events have occurred, some of which are due to the teacher failed to understand or wrong understanding students' emotion caused by the accident. So the research on Teachers' emotional understanding of the increasingly attention. This study from the two aspects of ability characteristics and psychological process to explore the structure dimension of teacher's emotion understanding, influencing factors and processing characteristics, management of students in order to daily teaching, teachers, teacher training and campus emergencies in crisis intervention, to provide theoretical guidance for the practice from the angle of emotion understanding in two aspects of the theory. Exploring and practice based on the needs of this study focused on the following three aspects: the research, exploring the structure of teacher emotion understanding. Based on the past Review and analysis of literature, and through field interviews and questionnaires for teachers and students, combined with the statistical results construct the structure of teacher emotion understanding. And in the process of compiling the corresponding psychometric requirements of "teacher emotion understanding questionnaire. A study for the design and preparation of materials following study provided the theoretical and empirical basis. On the two, the influence factors of teachers' emotional understanding. A study based on the conclusions of two using questionnaire and experiment, study the influence factors of teachers' emotional understanding. Firstly, using questionnaire and the questionnaire survey found that teachers' understanding of emotion and gender, teaching experience, teaching there is relationship between grades; also are correlated with some dimensions of personality and self concept. Secondly, through two experiments found that the interpersonal relationship of Teachers The emotion understanding plays an important role in research. Three, research on psychological characteristics of teachers' emotional processing in the process of understanding. The first use of eye tracking technology, investigated the teachers in the process of emotion understanding, different clues to the application of non verbal emotional, and compared the different processing characteristics of novice and experienced teachers. Secondly, with the help of event related potentials (ERP) technology, use of vocabulary and sentence judgment task, investigated the time course of cognitive processing of speech emotion of teachers in understanding the explicit and implicit in, and compared the differences in the processing of different emotion competence of preservice teachers. Based on the above research results, this research can draw the following conclusions: 1. The structure of teacher emotion understanding mainly includes three aspects, namely the recognition of complex emotions, understanding emotions and emotional reasons induce transformation. In the compilation of the < teachers emotion understanding questionnaire > with psychological measurement The requirements, can be used as teachers' emotional comprehension test tool.2, teachers' ability of emotion understanding: (1) related with gender, female teachers' emotional understanding ability is generally higher than that of male teachers; (2) positive correlation with the teachers' teaching experience, teaching experience is more emotional understanding ability is strong; and (3) teach the relevant grade between the inverted U type, primary school teachers and university teachers' emotion understanding ability was significantly higher than that of secondary vocational school teachers and high school teachers; (4) and the teachers' personality traits of neuroticism and self-concept, emotional stability and self concept of good teachers emotion understanding higher.3, object familiarity and understanding the degree of goodwill, and the type of emotion is an important factor affecting the speed and accuracy of the teachers' emotional understanding. (1) teachers to understand the students' emotions, to not familiar with the students more likely to ignore their emotional reasons. (2) teach Teachers in the understanding of students' emotional low favorability, if positive emotions can easily make the attribution of negative emotions, if it is easy to make internal attribution. (3) teachers are not familiar with and help the students with low need to spend more time to determine whether their emotions could be transformed.4. Teachers in the process of understanding of nonverbal emotion, context cues play a very important role, the effect of cognitive processing in the early and late stage, especially the influence on the late stage is more obvious. In addition, the teachers' teaching experience also has an impact on the processing of nonverbal emotion understanding, with respect to the novice teachers experience, cognitive efficiency of teachers of higher task difficulty feeling less.5, teachers' understanding of speech emotion, implicit emotion semantic and explicit emotional vocabulary, attention and emotion and high. The ability to promote the solution of implicit emotion information processing speed of recognition and early latent semantic.

【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G443

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