学习不良青少年与一般青少年学业情绪特点的比较研究

本研究采用问卷法调查了1034名青少年(学习不良青少年506名),比较了学习不良青少年与一般青少年的学业情绪的特点。结果表明:(1)学习不良青少年的积极学业情绪显著低于一般青少年;学习不良青少年的消极学业情绪显著高于一般青少年。(2)学习不良青少年与一般青少年在学业情绪上的差异主要表现在初一、初二和高二、高三年级。(3)总体来说,男生的积极学业情绪多于女生,女生的消极学业情绪多于男生。     

Development of the Japanese Version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES-J)1,2

The purpose of this study was to develop and validate a Japanese version of the Achievement Emotions Questionnaire – Elementary School (AEQ-ES), which assesses enjoyment, anxiety, and boredom experienced by elementary school students within the settings of attending class, doing homework, and taking tests. Japanese elementary school students (n = 863 for the first survey; n = 332 for the second survey) participated in the questionnaire survey. The results showed that the psychometric properties of the Japanese AEQ-ES were comparable to those of the original version. Moreover, the results showed that students' achievement emotions were associated with their control and value appraisals, as well as their academic motivation, learning strategies, academic performance, and support from teachers. These results indicated that the Japanese version of the AEQ-ES was a good measure of elementary school students' emotions and supported the propositions of the control–value theory of achievement emotions.     

The cognitive structure of surprise: looking for basic principles

We develop a conceptual and formal clarification of notion of surprise as a belief-based phenomenon by exploring a rich typology. Each kind of surprise is associated with a particular phase of cognitive processing and involves particular kinds of epistemic representations (representations and expectations under scrutiny, implicit beliefs, presuppositions). We define two main kinds of surprise: mismatch-based surprise and astonishment. In the central part of the paper we suggest how a formal model of surprise can be integrated with a formal model of belief change. We investigate the role of surprise in triggering the process of belief reconsideration. There are a number of models of surprise developed in the psychology of emotion. We provide several comparisons of our approach with those models.

青少年学业情绪问卷的编制及应用

通过文献分析,结合访谈和半开放式问卷,将学业情绪确定为积极高唤醒、积极低唤醒、消极高唤醒、消极低唤醒四个维度。以1731名初一到高三学生为被试,通过三次取样测试,编制了青少年学业情绪问卷。通过对问卷的内部一致性信度、分半信度、结构效度和校标效度的检验,表明青少年学业情绪问卷具有较好的理论构想、良好的信效度指标。应用本问卷对3588名青少年的调查表明,青少年的学业情绪存在显著的年级和性别差异,初中生的积极学业情绪多于高中生,消极学业情绪少于高中生。男生的积极学业情绪多于女生,女生的消极学业情绪多于男生。研究表明青少年学业情绪问卷是研究青少年学业问题的一个有效工具     

Music in dreams and the emergence of the self

Abstract :  This paper deals with the presence and possible 'meaning' of music in dreams. The author explores a possible meaning of music as the most fundamental human symbolic experience, which directly points to the emergence of the Self from the primal union mystique with the Great Mother. The relationships between acoustic and visual experiences are taken into account as two basic human forms of coming into existence, although wholly different from each other. The role of music in dreams seems to be that of the most direct representation of the emerging Self in its pure, pre-representational form. Therefore, when music appears in dreams, providing there is the activation of an emotional tone, all other elements—visual and verbal—should be considered as the expression of the sense to which the music is pointing. A clinical example is described in order to better express the author's opinions.     

New developments in emotion regulation with an emphasis on the positive spectrum of human functioning

There is converging evidence from several psychological fields on the ways in which individuals engage in specific strategies to modify, alter, or accept their emotional experiences to obtain more desirable outcomes. The current Special Issue is dedicated to a series of examinations on how these self-regulatory strategies can promote resilience, create and sustain positive moods and intrinsic motivation, and aid in the repair of different negative emotions. The content of these articles are briefly reviewed in the context of additional ideas for scientific advancements in understanding and developing positive health.     

自我意识情绪：人类高级情绪

自我意识情绪是个体在具有一定自我评价的基础上,通过自我反思而产生的情绪。自我意识情绪与基本情绪既有区别又有联系。自我表征、自我觉察、自我评价过程的卷入是自我意识情绪产生的重要条件。对个体行为进行自我调节、服务于人际交流、人际互惠和个体心理内部需要是自我意识情绪具有的主要功能。自我意识情绪是随着认知的发展而逐渐形成和发展的,并会受到文化的影响。自我报告、非言语行为编码技术、言语报告和行为编码、神经成像技术是自我意识情绪的主要研究方法。自我意识情绪的普遍性和特殊性需要进一步跨文化研究的验证     

Socio-cognitive conflict, emotions and complexity of thought in real-life morality

A new taxonomy of real-life dilemmas was tested in two studies. In Study 1, 35 respondents assessed six types of real-life dilemmas in terms of socio-cognitive conflict. Support was found for a classification of dilemmas into three levels of socio-cognitive conflict. In Study 2, 191 young women responded to measures of social perspective-taking and emotional empathy and reported a real-life moral dilemma as well as their feelings while making decisions about it. The dilemmas were classified into personal and impersonal and into three levels of socio-cognitive conflict. Dependent variables were the integrative complexity of the arguments and the reported feelings (sympathy, upset, and remorse). Dispositional empathy and perspective taking predicted level of socio-cognitive conflict and feelings of sympathy but not integrative complexity. Personal dilemmas aroused more feelings of upset than did impersonal ones. Low socio-cognitive conflict dilemmas evoked less complex thinking and less intensive feelings of upset and sympathy than did moderate and high socio-cognitive conflict dilemmas.