中学生学业情绪表达策略及其与学业情绪的关系

Academic Emotional Expression in Middle School Students and Its Relation with Academic Emotion

采用问卷调查法,以3004名初一至高三学生为被试,探讨了中学生学业情绪表达策略的性别和年级差异,并考察了学业情绪与学业情绪表达策略间的关系。结果发现:(1)在调节积极和消极学业情绪时,中学生对表达抑制和表达宣泄策略的使用在不同性别和年级上存在微弱的差异。(2)在调节积极学业情绪时,积极学业情绪显著正向预测表达抑制和表达宣泄策略;在调节消极学业情绪时,消极学业情绪对表达宣泄策略具有正向预测作用。结果表明了情绪效价在学业情绪表达策略使用中的重要性。

In the academic environment,students experience a rich diversity of emotions.Furthermore,there is some evidence to suggest that the emotions experienced while in the academic settings are significantly related to students’learning behavior and learning results,as well as to their physical and mental health.In view of this,in order to influence the occurrence,intensity and duration of emotions experienced,so that the academic emotion can play an active role as far as possible,researchers began to realize the importance of exploring the emotional regulation strategies adopted by students in the academic environment.In recent years,there has been increased research examining the gender and grade characteristics of emotional expression strategies(expression inhibition and expressive enhancement).Many studies have shown that grade and gender are related to the use of emotional expression strategies.However,there remains an ongoing debate within the emotion regulation literature regarding the results.Previous studies have also found that emotional states themselves have an impact on the tendency to evaluate and the psychological resources required for the emotional regulation process.In addition,according to the model of emotion regulation process,emotional expression strategies are important regulation strategies after the generation of emotions.Therefore,in order to make students aware of the importance of emotional expression strategies for their learning and healthy psychological development,and learn to regulate emotions in an adaptive way,it is necessary to explore and reveal the developmental characteristics of academic emotional expression strategies,and to examine the role of academic emotions in the use tendency of academic emotional expression strategies.In addition,given that adolescents experience more and more challenges and emotional arousal events in their lives,and that adolescence represents one of the peak risk periods for the development of psychopathology,adolescents have more opportunities to use a variety of emotional regulation strategies.Thus,further examination of emotional regulation strategies during this period is warranted.In conclusion,in order to investigate the gender and grade differences in academic emotion expression strategies,and the relationship between academic emotions and academic emotional expression strategies,a total of 3004 adolescents from 7th to 12th grade were recruited from ten middle schools in Guangdong,Guangxi,Yunnan,Shananxi,Henan and Jilin and participated in this study.They were measured using two questionnaires concerning academic emotions questionnaire and academic emotion regulation questionnaire.The main findings of the study were as following:(1)Regardless of the emotion valence,there are slight differences in the use of expressive suppression and expressive enhancement among different genders and grades.(2)Positive academic emotions were positively predicted expression suppression and expressive enhancement.Negative academic emotions were positively predicted expressive enhancement,not expression suppression.These results not only suggested the gender and grade differences in academic emotional expression strategies of middle school students,but also emphasized the importance of emotion valence in regulating academic emotions,which lays a foundation for follow-up research.Future studies should investigate how situational factors(e.g.competitive/non-competitive situations,outperformance/non-outperformance situations)may contribute to the relation between academic emotions and academic emotional expression strategies,and also examine the importance of the flexible deployment of different academic emotional expression strategies in distinct situations.