| 职前教师情绪觉察能力对情绪信息注意偏向的影响 |
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| 引用本文： | 汪海彬,张鹏程,卢家楣,瞿琼,张燕. 职前教师情绪觉察能力对情绪信息注意偏向的影响[J]. 心理发展与教育, 2020, 36(4): 462-468. DOI: 10.16187/j.cnki.issn1001-4918.2020.04.09 |
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| 作者姓名： | 汪海彬 张鹏程 卢家楣 瞿琼 张燕 |
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| 作者单位： | 1. 黄山学院教育科学学院, 黄山 245041;2. 南通大学教育科学学院, 南通 226019;3. 上海师范大学教育学院, 上海 200234 |
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| 基金项目： | 国家社会科学基金教育学青年项目（CBA160184）。 |
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| 摘 要： | 采用修订的情绪觉察水平量表（LEAS）对315名职前教师进行调查，并从中筛选出高、低情绪觉察能力组被试各60人，分别完成情绪面孔Stroop任务（研究1）和情绪词Stroop任务（研究2）。（1）研究1的正确率上，中性面孔最高，愉快面孔次之，悲伤面孔最差；反应时上，悲伤面孔最长，愉快面孔次之，中性面孔最短；高分组仅在愉快和中性面孔上的反应时长于低分组；消极面孔的干扰效应高于积极面孔的干扰效应。（2）研究2的反应时上，消极词的反应时最长，显著长于中性和积极词；高分组仅在积极词和中性词上的反应时长于低分组，且高分组在积极词上的干扰效应高于低分组。研究结果表明与中性刺激相比，高低情绪觉察能力组均对情绪刺激产生了注意偏向，尤其是负性情绪刺激；与低情绪觉察能力组相比，高情绪觉察能力职前教师不仅对消极情绪信息产生注意偏向，还对积极情绪信息产生注意偏向。
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| 关 键 词： | 职前教师 情绪觉察能力 注意偏向 |
Attentional Bias in Different Level of Pre-service Teachers' Emotional Awareness |
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| WANG Haibin,ZHANG Pengcheng,LU Jiamei,QU Qiong,ZHANG Yan. Attentional Bias in Different Level of Pre-service Teachers' Emotional Awareness[J]. Psychological Development and Education, 2020, 36(4): 462-468. DOI: 10.16187/j.cnki.issn1001-4918.2020.04.09 |
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| Authors: | WANG Haibin ZHANG Pengcheng LU Jiamei QU Qiong ZHANG Yan |
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| Affiliation: | 1. School of Educational Science, Huangshan University, Huangshan 245041;2. School of Educational Science, Nantong University, Nantong 226019;3. College of Education, Shanghai Normal University, Shanghai 200234 |
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| Abstract: | 315 pre-service teachers were surveyed by the Chinese version of Leaves of Emotional Awareness Scale(LEAS)to filter out the high and low emotional awareness group, the subjects of two groups were both 60,and then ask them to make the appropriate judgment of emotional faces Stroop paradigm (Study 1) and emotional words Stroop paradigm (Study 2). The results as follow: (1) the results of study 1 showed that the accuracy rate of the neutral faces was the highest, followed by the happy faces and sad faces; the response time of the sad faces were the longest, followed by the happy faces and neutral faces; the interference effect of sad faces was higher than that of the happy faces; (2) the results of study 2 showed that the response time of the negative words were the longest, and the response time of high score group was significantly longer than low score group in response only to the positive and neutral words, and their interference effects of positive words was higher. It showed that compared with the neutral stimuli, the all participants paid attention to emotional stimuli, especially the negative emotional stimuli. Compared with low emotional awareness group, high emotional awareness group not only paid attention to negative emotional stimuli, but also paid attention to positive emotional information. |
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| Keywords: | pre-service teacher emotional awareness attentional bias |
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