摘要
采用情绪理解测验和同伴提名法,探讨7-11岁儿童不同层次情绪理解的发展及其与同伴接纳的关系。结果发现,儿童情绪理解随年龄增长而发展,不同层次情绪理解的发展早晚存在差异,混合情绪和道德情绪理解发展最晚。被拒绝和被忽视儿童的情绪理解测验总分显著低于受欢迎、一般型和矛盾型儿童,矛盾型儿童的总分显著低于受欢迎儿童,他们的情绪调节、混合情绪及道德情绪理解得分也各有差异,表明同伴接纳是学龄儿童情绪理解发展的影响因素之一。
Over the last two decades,a lot of psychology researchers have made a large amount of research in the filed of children＇s understanding of emotion.Many researchers found that great developmental changes would take place during the preschool years.The development of emotion understanding helped young children to realize the feelings and mood of other people and themselves as well. Understanding of emotion could direct one＇s behavior in daily interaction and interpersonal relationships.In terms of previous studies on emotion understanding,very few papers were relevant to school-age children.When children grow up,the social environment around them may have a great influence on the development of emotion understanding competence.The peer relationship in late childhood is also an important influencing factor for children＇s emotion understanding competence.So this study was conducted to explore the development of children＇s emotion understanding and its relationship with the social environmental system,taking peer relationships as example. It was helpful to enrich and expand knowledge about the development of children＇s emotion understanding.148 elementary school students from one primary school in Anji County participated in this experiment.Among these school-age children,30 children were 7 years old,30 children 8 years old,29 children 9 years old,29 children 10 years old and 30 children 11 years old.The study used the adapted version of the test of emotion comprehension to explore their developmental trend of emotion understanding in these school children. The Test of Emotion Comprehension was departed in 9 different missions.These missions were the tests of facial expression recognition, emotion reasoning,emotion understanding based on desire,emotion understanding on belief,emotion understanding based on memory,understanding of emotion regulation,understanding of hiding emotion,understanding of mixed emotion,and understanding of moral emotion.It also employed the peer nomination method to examine the relationship between emotion understanding competence and peer relationships in school children.The results are as follows：school-age children＇s different levels of emotion understanding competence will continuously improve with age.But there are some developmental differences in these 9 levels of emotion understanding competence. Specifically speaking,the understanding in mixed emotions and moral emotion is the latest to develop.They will reach a high level when children are 8 years old.Those children at school-age who are welcomed by their class mates will get a higher score in emotion understanding tests than the ones who are refused and neglected,especially in the understanding of emotional regulation,mixed emotions and moral emotion missions.The conclusions are as follows：When children are at school age,their emotion understanding competence will develop well in facial expression recognition,emotion reasoning,emotion understanding based on desire,emotion understanding on belief,emotion understanding based on memory and understanding of hiding emotion.Understanding of emotion regulation, understanding of mixed emotion and understanding of moral emotion will develop after children are 8 years old.Peer relationships is one of the most important influencing factors in school-age children＇s development of emotion understanding.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第6期1397-1402,共6页
Journal of Psychological Science
基金
浙江省哲学社会科学规划项目(11JCJY21YB)
杭州师范大学勤慎研究项目的资助
关键词
学龄儿童
情绪理解
情绪理解测验
同伴接纳
children
emotion understanding
The Test of Emotion Comprehension
peer relationships
