流动儿童消极学业情绪对学习自我效能感的影响:情绪调节策略的调节作用

The Association of Negative Academic Emotions on Perceived Academic Self-efficacy of Migrant Children: The Moderating Role of Emotion Regulation Strategies

以397名流动儿童为被试,采用问卷法考察流动儿童消极学业情绪对学习自我效能感的影响以及情绪调节策略在其中的调节作用。结果表明:(1)流动儿童学业情绪对控制感的负向预测作用高于对基本能力感的预测作用,其中有恼火、羞愧、无助对基本能力感预测作用显著;认知重评对基本能力感预测作用显著,并且认知重评情绪调节策略对恼火、沮丧与基本能力感的关系有调节作用,而表达抑制对无助与基本能力感的关系有调节作用。(2)流动儿童学业情绪中除恼火外,焦虑、羞愧、厌倦、无助、沮丧和心烦对控制感的预测作用均显著。认知重评和表达抑制均对控制感的预测作用显著,并且认知重评与羞愧、厌倦、沮丧的调节作用显著,表达抑制与沮丧的调节作用显著。

A total of 397 migrant children were recruited as subjects with questionnaire method to investigate the association of negative academic emotions on perceived academic self-efficacy of migrant children and the moderation effect of emotion regulation strategies on that. The results showed that ： Firstly, the negative predictive effect of aca- demic emotions on the sense of control was significantly higher than that of the basic sense of ability. Among them, only the predictive effect of angry, shame and helpless on the basic sense of ability were significant. Moreover, only the predictive effect of cognitive re-evaluation on the basic sense of ability were significant. And, the cognitive reevaluation had the moderating effect on the relationship of angry, depression and the basic sense of ability. And the expression suppression had the moderating effect on the relationship of helpless and the basic sense of ability. Sec- ondly, except for angry, in the academic emotions of the migration children, the predictive effect of anxiety, shame, boredom, helpless, depression and vexation on the sense of control were significant. Both the predictive effect of cognitive re-evaluation and expression suppression of emotion regulation strategies on the sense of control were significant. Besides, the moderating effect of cognitive re-evaluation on the shame, boredom, depression were significant and the moderating effect of expression suppression on the depression were significant.