中国健康心理学杂志
中國健康心理學雜誌
중국건강심이학잡지
HEALTH PSYCHOLOGY JOURNAL
2015年
7期
1091-1093,1094
,共4页
特殊教育%听力残疾儿童%情绪调节策略调查问卷%情绪调节策略
特殊教育%聽力殘疾兒童%情緒調節策略調查問捲%情緒調節策略
특수교육%은력잔질인동%정서조절책략조사문권%정서조절책략
Special education%Hearing disability children%Questionnaire of emotion regulation strate-gies%Emotion regulation strategies
目的：研究听力残疾儿童情绪调节策略运用的特点。方法：自编情绪调节策略调查问卷对55名听力残疾儿童和61名普通儿童进行调查。结果：两类儿童的策略运用总体情况差异极其显著（t＝-3．99，P＜0．001），二者运用认知重组（t＝-2．44，P＜0．05）和发泄（t＝-2．07，P＜0．05）策略差异显著；性别与情绪调节策略显著相关（r＝0．278，P＜0．01），在攻击（t＝2．70，P＜0．01）、发泄（t＝2．64，P＜0．01）策略上听力残疾男女儿童差异显著；九年级听力残疾儿童情绪调节策略的总分最高，其次是八年级，最后是七年级，且七年级和九年级得分存在显著差异（t＝-1．99，P＜0．05）。结论：普通儿童情绪调节策略的总体运用情况好于听力残疾儿童；听力残疾女生情绪调节策略运用情况好于男生；听力残疾儿童情绪调节策略的运用能力，随年级升高而增强。
目的：研究聽力殘疾兒童情緒調節策略運用的特點。方法：自編情緒調節策略調查問捲對55名聽力殘疾兒童和61名普通兒童進行調查。結果：兩類兒童的策略運用總體情況差異極其顯著（t＝-3．99，P＜0．001），二者運用認知重組（t＝-2．44，P＜0．05）和髮洩（t＝-2．07，P＜0．05）策略差異顯著；性彆與情緒調節策略顯著相關（r＝0．278，P＜0．01），在攻擊（t＝2．70，P＜0．01）、髮洩（t＝2．64，P＜0．01）策略上聽力殘疾男女兒童差異顯著；九年級聽力殘疾兒童情緒調節策略的總分最高，其次是八年級，最後是七年級，且七年級和九年級得分存在顯著差異（t＝-1．99，P＜0．05）。結論：普通兒童情緒調節策略的總體運用情況好于聽力殘疾兒童；聽力殘疾女生情緒調節策略運用情況好于男生；聽力殘疾兒童情緒調節策略的運用能力，隨年級升高而增彊。
목적：연구은력잔질인동정서조절책략운용적특점。방법：자편정서조절책략조사문권대55명은력잔질인동화61명보통인동진행조사。결과：량류인동적책략운용총체정황차이겁기현저（t＝-3．99，P＜0．001），이자운용인지중조（t＝-2．44，P＜0．05）화발설（t＝-2．07，P＜0．05）책략차이현저；성별여정서조절책략현저상관（r＝0．278，P＜0．01），재공격（t＝2．70，P＜0．01）、발설（t＝2．64，P＜0．01）책략상은력잔질남녀인동차이현저；구년급은력잔질인동정서조절책략적총분최고，기차시팔년급，최후시칠년급，차칠년급화구년급득분존재현저차이（t＝-1．99，P＜0．05）。결론：보통인동정서조절책략적총체운용정황호우은력잔질인동；은력잔질녀생정서조절책략운용정황호우남생；은력잔질인동정서조절책략적운용능력，수년급승고이증강。
Objective: To study hearing disability children'emotion regulation strategies.Methods:We wrote the questionnaire of emotion regulation strategies by ourselves.We surveyed 55 deaf children and 61 normal children.Results:There was significant difference using strategies both them(t=-3.99,P<0.001).There was significant difference of their cognitive restructuring strategies(t=-2.44,P<0.05) and vent strategies( t=-2.07,P<0.05) .Gender and emotion regulation strategies significantly related( r=0.278,P<0.01).Male and female deaf children had significant differences in attack(t=2.70,P<0.01)and vent(t=2.64,P<0.01).The score of nine grade of hearing disability children was the high-est.Grade eight was second.Grade seven was the last.There was significant difference between grade sev-en and grade nine(t=-1.99,P<0.05).Conclusion:The normal children are better than hearing disa-bility children for using emotion regulation strategies.Female hearing disability children are better than male about emotion regulation ability.The abilities of hearing disability children's emotion regulation strat-egies increases with grades.
