Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

小学2～4年级儿童数学应用题表征策略差异的研究

本研究运用实验法和临床访谈法对某普通小学的123名2～4年级学生进行了数学应用题测验,以考察数学学优生和学差生在解决比较应用题时表征策略的差异。结果表明:(1)从2～4年级儿童解答一致和不一致应用题上看,学优生较多地使用问题模型策略对问题进行表征,学差生较多地使用直接转换策略对问题进行表征;(2)除学差女生的解题正确率低于学差男生的正确率,学差女生自我报告中直接转换策略的使用多于学差男生外,在其它方面,性别差异并不显著;(3)随着年级的升高,学优生在使用问题模型策略上越来越成熟,学差生并没有学会使用更加有效的问题模型表征策略,仍然停留在直接转换策略上,但他们在关于策略使用的认识上有所提高。     

初中生亲子关系与抑郁:自尊和情绪弹性的中介作用

基于生态系统理论和认知易感性模型,本研究拟探讨初中生亲子关系对抑郁的影响及作用机制,采用问卷法对813名初中生进行调查。结果表明：（1）亲子关系、自尊、情绪弹性与抑郁之间呈两两显著相关,且亲子关系能显著负向预测抑郁;（2）自尊和情绪弹性在亲子关系与抑郁之间起显著的中介作用,具体包括三条路径：一是自尊的单独中介作用;二是情绪弹性的单独中介作用;三是自尊和情绪弹性的序列中介作用。本研究揭示了初中生亲子关系通过内在心理因素对抑郁水平产生影响的作用机制,为进一步提升初中生的心理健康提供了指导性建议。     

SC-IAT范式下中学生良心的内隐性

目的:研究探讨了单类内隐联想测验(Single Category Implicit Association Test,SC-IAT)测量中学生良心的可行性,并分析内隐良心和外显良心的关系。方法:采用E-prime3.0软件编制SC-IAT良心测量程序,测量了中学生内隐良心; 采用青少年良心问卷测量了中学生的外显良心,并运用相关技术分析两者之间的关系。结果:SC-IAT实验中,中学生良心的内隐效应显著,且不存在性别、独生与否、学段、家庭结构、家庭所在地等人口统计学指标上的显著差异; 内隐良心与外显良心之间的相关不显著。结论:(1)中学生良心存在积极内隐效应;(2)外显良心和内隐良心相互分离,是两个不同的建构。     

化危为机：青少年学校转折期的过渡

从生命历程的角度看, 学校过渡是青少年成长过程中的重要发展转折点, 对个体的发展轨迹具有重要影响。先前研究多基于缺陷的视角, 将学校过渡视为充满挑战和风险的危机时期, 并发现青少年在这一时期伴随着各种消极的发展结果。但从青少年积极发展的视角来看, 学校过渡可能是青少年获得适应性的、健康发展的重要机遇, 也是发展可塑性表现最为充分的时期。如果青少年的内部和外部资源能够很好的融合, 他们就有可能获得积极的学校过渡。     

特质感恩与状态感恩对初中生合作水平的影响

为探究感恩对初中生合作水平的影响,本研究采用追踪调查与实验相结合的方法,通过两个研究分别探究了特质感恩与内在的合作倾向,状态感恩与外在的合作行为之间的关系。结果发现：（1）初中女生的特质感恩、人物取向感恩显著高于男生;初一下的合作倾向显著低于初一上、初二上时期;（2）初中生的特质感恩水平能显著正向预测合作倾向,状态感恩的唤起会增加公共物品困境中的合作行为。     

Being student leaders or ‘ordinary’ students: Children's emotional experiences of relationships with others in a Chinese school

The student leader system is commonly used in Chinese schools. Student leaders are children who are elected by classmates, then assigned by teachers, to be responsible for monitoring classmates' behaviour. Based on the data collected through an intensive ethnographic study in a rural primary boarding school in China in 2016, this article discusses emotional experiences in peer relationships reported by both student leaders and other ‘ordinary’ students, who were not student leaders. The article argues that China's student leader system is likely to create hierarchical relationships between student leaders and ‘ordinary’ students, and exposes ‘ordinary’ students to the potential risk of being exploited by student leaders. The article also argues that because of this student leader system and relevant student evaluation values, student leaders and ‘ordinary’ students all feel stressed when they are building up and maintaining peer relationships, such as friendships, with each other.