儿童情绪表达规则认知发展及其与焦虑的关系

Children’s Cognitive Development of Emotional Display Rules and Their Relationship with Anxiety

目的:探讨儿童情绪表达规则认知发展的年级和性别特征,及其与焦虑的关系。方法:采用结构访谈法,配以情绪图片程序,考察90名(一年级29名,三年级30名,五年级31名)普通小学被试的情绪表达规则认知水平,用Spence儿童焦虑量表测查了被试的焦虑水平。结果:①一三年级、一五年级之间情绪表达规则认知各变量得分均达到显著差异(P<0.001),三年级自我保护目标得分显著高于五年级(P<0.05),社会定向目标显著低于五年级(P<0.001),没有发现显著性别差异;②情绪调节目标(P<0.01)和社会定向目标类型(P<0.05)均与社交焦虑显著负相关。结论:儿童年级越高,情绪表达规则认知发展水平越高,但三五年级之间只在具体目标类型上有差异,儿童较低的社会定向目标类型与较高的社交焦虑水平相关。

Objective： To examine the grade and gender characteristics of children＇s cognitive development of emotional display rules （EDRs）, and the relationship between them and anxiety. Methods： structure interview and a control procedure of emotion decision figure were used to measure children＇s cognitive development of EDRs, and Spence anxiety scale was applied to investigate the participates＇ anxiety. Results：①Analysis showed significant differences （P〈0.001） between 1st and 3rd grade, 1st and 5th grade, in all variables of EDRs cognition. Children of 3rd grade reported more self-protect goal（P〈0.05） and less social-oriented goal（P〈0.01） than those of 5th grade. No gender difference was found. ②The scores of emotion regulation goals（P〈0.01） and social-oriented goal（P〈0.05） were both negatively related to social anxiety. Conclusion： The higher the grade of children was, the better their cognitive development of EDRs, however, only specific goal types differences were found between 3rd and 5th grade. Children＇s lower score of social-oriented goal was related to the higher score of social anxiety.