青少年积极情感体验的发展及其影响因素

Positive Emotion Development and Its Impact on Adolescents

越来越多的研究表明积极情感预测青少年学业成就、人际关系和心理健康,支持拓展-建设理论假设。尽管纵向研究显示青少年日常积极情感和积极学业情绪随年级降低,但也有部分横向研究并未发现类似趋势。持续性积极情感发展可能与青少年随增龄发生的生理神经变化、社会动态因素和心理因素有关,而情境性积极情感如学业情绪,相关的控制-价值理论认为主观控制和价值评价影响积极学业情绪。目前青少年积极情感发展研究测量工具针对性不强,未聚焦/区分积极情绪类型,方法多为纵向追踪且结论不一,结果应用也不充分。未来研究可增加积极情感的趋近动机维度,有针对性地根据积极情感类型选取研究工具与手段,采用短期序列设计,并加强青少年积极情感的干预研究。

There is growing empirical evidence showing that positive emotions predict adolescents’ academic achievement,interpersonal relationships,and mental health,which also supports the hypothesis of the Barbara Fredrickson’ s Broaden-and-Build Theory.While currently some longitudinal studies have shown that adolescents’ daily positive moods and positive academic emotions decrease with grades,several other cross-sectional studies have failed to find similar trends.The development of adolescents’ continuous positive emotion might be influenced by their age-related neural-physiological change,social dynamic factors(such as parent-child relationship and peer relationship),and psychological factors(emotion identification and regulation,motivation,and personality,etc.).The control-value theory of academic emotions(a contextual emotion) recognizes that individual’s subjective control and value assessment have an impact on academic emotion.There are several limitations in previous studies on adolescents’ positive emotions,namely,untargeted assessment tools;insufficient dimensions of positive emotions;largely longitudinal studies,sometimes with contraclictory conclusions;and very limited applications of research results.In future studies,the approach motivation dimension of positive affect should be included;the research tools and methods should be selected accordingly based on the types of positive emotions;short-term sequential design could be adopted;and intervention studies on adolescents’ positive emotions should be emphasized.