摘要
本研究通过情绪情景故事考察了8岁和11岁儿童对于真实自豪和自大自豪的理解,结果发现:(1)儿童能够根据努力信息区分真实自豪和自大自豪,认为努力情景下个体感受到更多真实自豪;(2)儿童认为在能力情景下个体感受到较多的真实自豪和自大自豪;(3)相比自大自豪,儿童给予真实自豪更高的社会评价。本研究的结果补充了自豪的两维度模型,为儿童自豪情绪理解的培养提供了指导。
The present study investigated 8-year-old and 11-year-old children’s understanding of authentic pride and hubristic pride via situational stories.The current research showed that:(1)Children can discriminatively understand authentic pride and hubristic pride based on effort information;they attributed more authentic pride to the protagonists high in effort.(2)For protagonists high in ability,children attributed both more authentic pride and hubristic pride to them.(3)Children rated authentic pride more socially acceptable than hubristic pride.The results provide a supplement to the two-dimensional model of pride and have implications for emotional education of school-aged children.
作者
廖一帆
翟舒怡
何洁
LIAO Yi-fan;ZHAI Shu-yi;HE Jie(College of Design and Innovation,Fujian Jiangxia University,Fuzhou 350108,China;Department of Psychology and Behavioural Sciences,Zhejiang University,Hangzhou 310028,China)
出处
《应用心理学》
CSSCI
2023年第6期513-521,共9页
Chinese Journal of Applied Psychology
基金
国家自然科学基金(31871119,32200869)
中央高校基本科研基金(226-2022-00143)的资助。
关键词
真实自豪
自大自豪
情绪理解
学龄儿童
authentic pride
hubristic pride
emotion understanding
school-aged children
