CAJ | 학술논문

本研究采用纵向设计，对170名儿童（实验组：101人；对照组：69人）进行为期两学年的追踪，旨在探讨书法练习对儿童情绪状态及认知性情绪调节策略发展的影响。研究发现，1）以前测成绩为协变量，后测时实验组的积极情绪显著高于对照组；2）实验组在“积极重新关注”、“计划”两维度上的情绪调节策略得分增量（后测-前测）显著高于对照组。结果表明，书法练习对儿童情绪及其调节策略发展具有促进作用。
본연구채용종향설계，대170명인동（실험조：101인；대조조：69인）진행위기량학년적추종，지재탐토서법연습대인동정서상태급인지성정서조절책략발전적영향。연구발현，1）이전측성적위협변량，후측시실험조적적겁정서현저고우대조조；2）실험조재“적겁중신관주”、“계화”량유도상적정서조절책략득분증량（후측-전측）현저고우대조조。결과표명，서법연습대인동정서급기조절책략발전구유촉진작용。
Previous studies have established that practicing of Chinese calligraphy handwriting （PCCH） has an effect on reducing negative emotions （e. g. , anxiety） and can serve as a supplemental treatment for mental illness （see Kao et al. , 2006, 2011 for a review）. However, little is known about the relation between the PCCH and positive emotion. The present study investigates whether PCCH has a positive effect on emotional states and emotional regulation skills, which serve as core aspects of mental health. A longitudinal developmental design was employed in the present study： 170 primary school students were tested twice across a twoschool-year interval, i.e. , the beginning of Grade 3 to the end of Grade 4. During the interval, 101 students （the experimental group） joined a Chinese calligraphy course, which was held twice per week （ approximately 1.5 hours a time） plus extra exercises, whereas the remaining 69 students （the control group） did not enroll in the course The Chinese version of Positive And Negative Affect Scale for Children （PANAS-C） and the child version of the Cognitive Emotion Regulation Questionnaire （CERQ-k） were used to test children emotional states and emotional regulation skills in groups （30 -40 participants per group） respectively. With the controlled positive emotions measured by PANAS-C in the pretest （experimental group： M = 51.91, SD = 11.13; control group： M = 51.82, SD = 12. 32 ）, analysis of covariance showed that the experimental group showed significantly more positive emotions （M = 53.90, SD = 10.80） than the control group （M = 50. 81, SD = 9. 66） in theposttest, F（1,167） = g. 03,p〈 05. However, no difference was found in negative emotions with similar analysis （F 〈 1.00）. More importantly, by using change scores （posttest minus pretest） on each components of the CERQ-k, the experimental group showed significantly more positive changes than the control group on two components ： positive refocusing （ t（168） = 1.99 , p 〈. 05 ） and refocus on planning （t（168） = 2. 20, p 〈. 05 ）. These results suggested that PCCH can have a positive effect on the development of emotional states and emotional regulation skills.