摘要
采用多层线性模型探索在青少年学生气质影响其情绪调节中教师情感能力的作用。研究选取7-12年级1385名男女学生,和对应的36名班主任,分别施测学生问卷——情绪调节问卷、青少年早期气质问卷和教师情感能力问卷。结果表明:在学生水平,气质的不同维度对学生情绪调节的影响不同;在教师水平,教师情感能力的不同维度对这种影响发挥着不同的调控作用。提示在开展情感教学过程中,对不同气质学生选择不同的情感策略有利于提高学生情绪调节的效果。
Emotion regulation （ER） has recently received increasing research attention. However, one of the key problems in ER researches which still remain unsolved is how contextual variables exert influences on ER through within-individual variables. The present study aims to use the hierarchical linear modeling （HLM） to explore the moderator function of teacher affect abilities in terms of adolescents＇ temperament difference in the reappraisal and suppression d ER. The sample was selected from two junior high schools and two senior high schools in Jing＇ an District, Shanghai, including 6 classes per grade and one head teacher per class from grade 7 through grade 12. After invalid questionnaires were excluded, the rmnimum size of a class was 32, and the maximum 40. The final sample consisted d 1385 students ranging from 13 to 19 years and 36 head teachers whose teaching experience ranged from 3 to 23 years. The Emotion Regulation Questionnaire （ERQ） and the Early Adolescent Temperament Questionnaire-Revised （EATQ- R） were administered to adolescents and the Teacher Affect Questionnaire （TAQ） to head teachers. HLM analyses proceeded in three steps. First, between-classrmms variance in ER was examined with unconditional models, where reappraisal and suppression were separately entered into the HLM analysis as a dependent variable with no predictors. Second, student-level predictors of ER were examined on the level 1. Third, teacherlevel variables were added to the model to examine level 2 predictors of ER. The unconditional models revealed very significant Chi-square values （X2（35） = 76.48, 122.15, p〈 .001, for reappraisal and suppression, respectively）, indicating that ER lay in important between-classrooms variation. At the student level, the slopes for Effortful Control and Negative Affect in equations of reappraisal were fixed because their random variance components were too small （X2 （53） = 51.97, 51.23, p 〉 .5, respectively）. Efforfful Control and Affiliativeneas were positively related to adolescents＇ reappraisal （ r = . 10, . 14, p〈 .01 ） whereas Surgency was inversely correlated with reappraisal ＇（ r = -0.08, p〈 0.05） after gender, grade level and parent＇ s education were controlled. Similarly, the slopes of Surgency and Afflliativeness were fixed in equauons of suppression. But only Negative Affect positively predicted suppression （ r = -. 08, p 〈. 05 ）. At the teacher level, teachers＇ Affect Management weakened the impact of adolescent Surgeney （ r = . 16, p 〈. 05） and Affiliativeness （ r = -. 15, p 〈. 05） on reappraisal after teaching age was controlled. However, teachers＇ Affect Communication enhanced the influence of Affiliativeness upon reappraisal （r-. 14, p 〈： .05）. As for suppression, teachers＇ Affect Management promoted the influence of Negative Affect while teachers＇ Affect Understanding reduced the association between Negative Affect and suppression. HLM can assess teacher effects more accurately than traditional regression when nesting occurs. Moreover, different dimensions of temperament have different effects on emotion regulation, and different aspects of teacher affect exert different modulations on the process of the influence of temperament for emotion regulation. These findings expand the understanding of the role Of teacher affect in adolescents＇ emotional development, and have important implications for classroom management and teacher affect training.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第4期834-838,共5页
Journal of Psychological Science
基金
江苏省教育科学"十一五"规划2009年度课题(D/2009/01/179)
上海市重点学科"发展与教育心理学"建设项目(S30401)资助
关键词
青少年
教师情感
气质
情绪调节
adolescent, teacher affect, temperament, emotion regulation
