CAJ | 학술논문

本研究使用追踪法考察情绪调节的发展及与其影响因素之间的关系,并对不同情绪调节策略在个体发展过程中的适应性进行探讨。对569位来自于上海地区的初中预备班和八年级学生进行测查,并于10个月之后进行第二次测查。研究发现,随着个体的发展,其正性情绪体验逐渐减少,各种情绪调节态度的强烈程度均下降,情绪增强调节的使用呈递减趋势;情绪体验、情绪能力、情绪调节态度三者的变化在一定程度上能够预测情绪调节发展;在测试阶段一较多使用情绪减弱调节的青少年,在日后的发展过程中情绪能力提高的幅度较大且体验到更多正性情绪,说明该策略在个体发展过程中具有更高的适应价值。
본연구사용추종법고찰정서조절적발전급여기영향인소지간적관계,병대불동정서조절책략재개체발전과정중적괄응성진행탐토。대569위래자우상해지구적초중예비반화팔년급학생진행측사,병우10개월지후진행제이차측사。연구발현,수착개체적발전,기정성정서체험축점감소,각충정서조절태도적강렬정도균하강,정서증강조절적사용정체감추세;정서체험、정서능력、정서조절태도삼자적변화재일정정도상능구예측정서조절발전;재측시계단일교다사용정서감약조절적청소년,재일후적발전과정중정서능력제고적폭도교대차체험도경다정성정서,설명해책략재개체발전과정중구유경고적괄응개치。
Growing interest in emotion regulation is reflected in the studies of cognitive and social development.However,the extant studies mainly highlight how different emotion regulatory strategies contribute to their related developmental construct and ignore the development of emotion regulation itself.Recent studies suggest that the change of emotional experience,emotional intelligence,and emotional regulation attitude could predict and explain the development of emotional regulation.Based on the framework of the process model proposed by Gross and Levenson,our present study explored the contribution of emotional experience,emotional intelligence, and emotional regulation attitude to emotional regulation in a developmental scope.The adaptive functions of different emotion regulatory strategies were discussed as well. We adopted the longitudinal design and examined 569 junior students（Grade 6 and Grade 8 students from Shanghai junior middle schools） in the first semester of the academic year.After ten months,we examined them again.In the second phase of the study,469 of 569 students（who became Grade 7 and Grade 9 students） participated in the test.In each phase of the study,the students completed the demographic information,Emotion Regulation Questionnaire,Daily Emotion Scale,Traits Meta-Mood Scale,and Emotional Attitude Questionnaire. There are several important results and conclusion.Compared with Phase 2,adolescents experienced more positive emotion,reported a stronger up-and-down-regulation attitude,and up-regulated their emotion habitually when encountering positive emotional episodes in Phase 1.Adolescents who reported higher changes of both positive and negative emotion experience would use more and more up-regulation during the development.Nevertheless,compared with the positive emotion experience,higher changes of down-regulation using were reported by the adolescents who experienced more negative emotion when growing up.Adolescents who reported higher developmental changes of emotional intelligence became increasingly possible to choose down-regulation in both positive and negative episodes. However,compared with positive emotion up-regulation,higher changes of negative emotion up-regulation were reported by adolescents of lower changes of emotional intelligence.The development of emotional experience,emotional intelligence,and emotional attitude was a significant predictor of the changes of emotion regulation.Our development model showed that changes of emotion experience contributed to the change of emotion regulation directly or through the influencing of regulatory attitude and emotional intelligence development. The development of emotional intelligence and regulatory attitude predicted the changes of emotion regulation directly.Adolescents who presented a higher-change of emotional intelligence and more positive emotion experience（Positive Development Group） used more down-regulation when encountering both positive and negative emotional episodes in Phase 1.That is to say,down-regulation might be a more adaptive regulatory strategy in human development. This longitudinal study supports the proposition that changes of emotion experience,emotional intelligence,and emotional attitude are predictive of the development of emotion regulation.Regarding relations among emotion experience,emotional intelligence,emotional attitude,and emotion regulation,we know that the development of emotion regulation can be accounted for by the degree of changes of these three constructs.