小学生对情绪社会调节作用的理解

考察了小学二、四、六年级学生对情绪社会调节作用理解的特点.结果表明:小学生认为愤怒、悲伤和恐惧情绪标志着表达者不同的人际地位,会诱发接受者不同的情绪和后继行为:愤怒情绪标志着表达者的支配地位,会诱发出接受者的恐惧情绪和道歉认错行为;悲伤和恐惧标志着表达者的非支配地位,会诱发出接受者的悲伤情绪和目标恢复行为,恐惧情绪有时还会诱发接受者的高兴情绪.在对愤怒、悲伤和恐惧情绪反映表达者的社会目标的理解上,没有差异,都反映了表达者期待接受者采取目标恢复的社会行为.高年级学生在区分不同情绪表达的支配性以及诱发接受者的情绪上,存在着差别;低年级学生对接受者的后继行为的理解存在着差异.

Elementary School Srudents' Understanding of the Social-regulatory Functions of Emotion

This paper inspected elementary school students' (Grade 2,4,6) understanding of the social-regulatory functions of emotion. Students thought that anger's effect was different from the effects of sadness and fear on social-regulatory function: anger signaled expresser's power or dominance, eliciting recipient's fear and apology; sadness and fear signaled expresser feel weak, eliciting recipient's sadness and goal reinstatement, and sometimes fear can elicit recipient's happy. Students thought there were no different effects on expresser's social goal among anger, sadness and fear. There were some grade differences in elementary school students' understanding of the social-regulatory functions of emotion.