Motivations for emotional expression and emotion regulation strategies in Chinese school-aged children
Motivations for emotional expression and emotion regulation strategies in Chinese school-aged children
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中国学龄儿童情绪表达动机及情绪调节策略
DOI：
10.1007/s11031-018-9740-0
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发表时间：
2018
影响因子：
4.8
通讯作者：
Rao Z
中科院分区：
文献类型：
--
作者：
Rao Z
本研究旨在探讨中国寄宿学校儿童的认知评价、情感体验、情绪表现和隐藏的动机以及情绪调节策略。69名儿童（年龄= 9.04岁，SD= 0.98）观看了旨在引发一系列情绪的小插图，随后就他们的评价、情绪表现的动机和情绪调节策略进行了访谈。对转录本进行了主题分析，并定量探讨了评价与情绪之间的关系。与其他文化的发现类似，愤怒被发现与因果/责备评价有关，悲伤与损失/无助有关，恐惧/担心与潜在的惩罚/威胁有关，快乐/解决问题/积极评价有关。与西方文化的研究结果相反，与家庭环境相比，中国儿童更愿意在同伴环境中表达情感。“他人保护”隐藏情绪的动机在年龄较大的儿童中比在年龄较小的儿童中更多，在家庭环境中比在同伴环境中更多。最后，通过主题分析确定了情绪调节策略的六个方面。年龄较大的孩子比年龄较小的孩子有更广泛的情绪调节策略，其中两个最大的区别是“心理参与”和“社会参与”策略。
This mixed-methods study investigated cognitive appraisal, emotional experience, motivations for showing and hiding emotions, and strategies for emotional regulation in children attending a Chinese boarding school. Sixty-nine children (Mage= 9.04 years,SD= 0.98) were presented with vignettes designed to elicit a range of emotions and subsequently interviewed regarding their appraisals, motivations for emotional display, and strategies for emotional regulation. Transcripts were analysed thematically and associations between appraisal and emotion were explored quantitatively. Similar to findings in other cultures, anger was found to be associated with causal/blame appraisal, sadness with loss/helplessness, fear/worry with potential punishment/threat, and happiness/OK with problem-solving/positive appraisal. In contrast to findings from Western cultures, Chinese children reported greater willingness to show emotions in a peer context compared to a family context. “Other-protective” motivations for hiding emotion were reported more by older children than by younger children, and more in a family context than in a peer context. Finally, six areas of emotion regulation strategies were identified by thematic analysis. Older children reported broader repertoires of emotion regulation strategies than did younger children, with the two largest differences being “mental engagement” and “social engagement” strategies.
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评估以问题为中心的应对潜力及其相关情绪的关系前因
DOI：
--
发表时间：
2009
期刊：
影响因子：
--
作者：
Craig A. Smith;L. D. Kirby
通讯作者：
L. D. Kirby
展示规则知识的发展：与家庭表达能力和社会能力的联系。
影响因子：
4.6
作者：
Diane Carlson Jones;Belynda Bowling Abbey;Amanda J Cumberland
通讯作者：
Amanda J Cumberland
第二版
DOI：
--
发表时间：
2008
期刊：
影响因子：
--
作者：
Fujita J. Springer;Berlin;Schwab;M.(ed.)
通讯作者：
M.(ed.)
对积极和消极情绪表现规则的差异认识：来自父母的影响，对同伴的影响
影响因子：
2
作者：
D. J. McDowell;R. Parke
通讯作者：
R. Parke
影响因子：
4.2
作者：
Nezlek, John B.;Vansteelandt, Kristof;Kuppens, Peter
通讯作者：
Kuppens, Peter