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Development of emotional and cognitive regulation on social behavior

社会行为的情绪和认知调节的发展

基本信息

批准号：
16530419
负责人：
NAKAZAWA Jun
金额：
$ 2.5万
依托单位：
Chiba University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2006
项目状态：
已结题

项目摘要

This research project examines the role of emotion regulation and cognitive regulation on children's social behavior and peer relation, and social adjustment of university student. First, we reviewed Japanese recent researches about peer relationship and social behavior, and discussed the importance of emotion regulation and cognitive regulation on social behavior.Second, we developed teacher rating reliable and valid behavioral assessment tool for early childhood; the Child Behavior Scale Japanese version.Third, we examined the emotion regulation assessed by MISC stimuli. Children (kindergarten to 2^<nd>grade) who showed emotional facial expression during non-emotional smoothing phase are rated as low prosocial and high distractive by their teachers, and nominated as high dislike by their peers. Comparing the facial expression on watching MISC emotional stimuli, 3 years-old children more express their emotion on their face than 5 years-olds. Especially, 5 years-old children could repress their facial expression, when they watch MISC stimuli with peers. It showed 5 years-olds control their emotional response in social situation. Next, we examined the physiological response (heart rate) during watching MISC stimuli. Their heart rate slowed down on the emotional arousal phase.Fourth, we examined the relation between emotion and social problem solving. Anxiety, regret, and astonish emotion related to negative problem orientation, and avoiding strategy and distractive strategy.These results of this research project, showed both emotional and cognitive regulation contribute to adaptive social behavior in children and university students.

本研究旨在探讨情绪调节和认知调节对大学生社会行为、同伴关系及社会适应的影响。本文首先回顾了日本近年来关于同伴关系与社会行为的研究，并讨论了情绪调节和认知调节对社会行为的重要性。其次，我们开发了可靠有效的幼儿教师评价行为评估工具；儿童行为量表日文版第三，我们考察了MISC刺激评估的情绪调节。在非情绪平滑阶段表现出情绪性面部表情的幼儿（幼儿园至2 ~ 0年级）被教师评价为低亲社会、高分心，被同伴评价为高不喜欢。比较3岁儿童在观看MISC情绪刺激时的面部表情，发现3岁儿童比5岁儿童更倾向于通过面部表情表达情绪。特别是5岁的儿童，当他们与同伴一起观看MISC刺激时，可以抑制他们的面部表情。结果表明，5岁儿童能够控制自己在社交场合的情绪反应。接下来，我们检查了观看MISC刺激时的生理反应（心率）。在情绪唤醒阶段，他们的心率减慢。第四，我们考察了情绪与解决社会问题的关系。焦虑、后悔和惊讶情绪与消极问题导向、回避策略和分心策略有关。这些研究结果表明，情绪和认知调节对儿童和大学生的适应性社会行为都有影响。