中小学生的情绪表达方式认知及其与同伴接纳的关系

本研究采用D.Matsumoto等编制的情绪表达规则评估问卷,探讨了237名中小学生情绪表达方式的认知发展,并通过同伴提名法选择了192名同伴关系良好和同伴关系不良的中学生为被试,探讨了情绪表达方式认知与同伴接纳的关系。结果表明:情绪类型与情境类型对中小学生多种情绪表达方式的认知具有主效应;中小学生的情绪表达向更具有社会效益方向发展,对自我和他人情绪表达存在认识分化,并随年龄而增加;同伴关系不良的中学生在情绪表达的认知上存在发展滞后。

Early-adolescent Perceptions of Expressive Modes and Their Relationship to Peer Acceptance

The purpose of this study was to experimentally examine the perceptions of expressive modes during early adolescence and their relationship to peer acceptance.Sample 1 was composed of 241 students from elementary and middle schools.The Display Rule Assessment Inventory(reduced),first developed by D.Matsumoto in 2005,was involved in the program.Sample 2 was composed of 192 middle school students for the research on interactions between perceptions and peer acceptance.The results revealed that the varied emotion and relationship situation had significant influence on the modes of emotion expression of the elementary and middle school students.The development of emotional expression showed a social benefit tendency.The cognition difference between self and others increased with age.Students with lower peer acceptance developed comparatively slowly.