摘要
目的考察同伴冲突情境下学龄儿童情绪表达策略的特点及发展规律。方法从两所普通小学抽取三四五年级共886名被试,采用故事情境法进行考察。结果①同伴冲突情境下,学龄儿童夸大策略的使用显著高于其他3种策略(t≥3.17,P<0.01),弱化策略使用最少(t≤-7.91,P<0.001);②学龄儿童情绪表达策略总分的年级主效应显著(F=3.72,P<0.05),性别主效应显著(F=5.80,P<0.05);③在轻微冲突情境中,更多使用夸大策略(F=2.94,P=0.06);在模糊伤害情境中,更多使用平静化策略,且女生使用次数显著多于男生(F=3.46,P<0.05);在故意伤害情境中,更多地使用弱化策略,男生使用次数多于女生(F=3.95,P<0.05)。结论同伴冲突情境具有情境特异性,在该情境下,学龄儿童不同情绪表达策略存在性别、年级和冲突情境类型差异。
Objective To explore the use of school-age children＇s emotion display strategies in peer conflict situations. Methods A total of 886 students from 3 - 5 grades of two ordinary primary schools were studied through story-situational method. Results （1）In peer conflict situations,with regard to four types of strategies, school-age children used intensification most（ t ≥3.17,P 〈 0.01 ）, with deam- plification the lest（ t ≤-7.91 ,P 〈 0. 001 ） ; （2） There existed significant grade difference on emotional display strategies （ F = 3.72, P 〈 0.05 ） ,and school-age girls got more scores than boy（ F = 5.80, P 〈 0.05 ）;（3） In the slight conflict situations, intensification was used more （ F = 2.94, P = 0.06） ; In the fuzzy injuries situations, neutralization was used more, and girls used it significantly more than boys （ F = 3.46, P 〈 0.05 ） ; In the intent injuries situations, minimization was used more, and boys used it significantly more than girls （ F = 3.95, P 〈 0.05）. Conclusion Peer conflict situation is context-specific,in which school-age children＇s different emotion display strategies showed significant gender difference, grade difference and type of conflict situation difference.
出处
《中国健康心理学杂志》
2014年第5期752-755,共4页
China Journal of Health Psychology
基金
湖南省哲学社会科学基金项目(编号:12YBA085)
湖南省大学生研究性学习和创新性实验计划项目"学龄儿童情绪智力的发展及其与同伴接纳的关系研究"资助
关键词
学龄儿童
情绪表达策略
故事情境法
同伴冲突情境
School-age children
Emotional display strategy
Story-situational method
Peer conflict situations
