通过认知训练培养初中生情绪调节能力的实验研究

Experiment for Training Junior High School Students' Ability of Emotion-Regulation by Cognitive-Training

针对以往对儿童情绪及其调节能力采用“医疗模式“进行干预研究的不足 ,借鉴情绪认知理论的合理成分 ,结合初中阶段儿童情绪发展不稳定的现实 ,我们采用认知训练的方式在教育情境中对初中生情绪调节能力进行了培养实验研究。实验结果表明 :1 .在教育情境中通过认知能力培养可以提高初中生的情绪调节能力 ;2 .有情绪内容认知训练比无情绪内容认知训练培养效果要好。此外 ,对情绪调节培养途径、情绪调节与学习成绩及性别之间的关系、初中生情绪调节能力发展的一般趋势及成因、初中生情绪调节能力培养的最佳切入点等问题做了初步的探讨。

To counter the lack of the “medical model” which was used in interval research on children's emotion and ability of emotion regulation in the past, and use the reasonable opinion of the cognitive theory of emotion, in the light of the fact that the emotion development of junior high school students is unstable, we make a preliminary and probing cognition cultivating experiment to sharpen ability of emotion regulation of junior high school students. The result shows that: 1.Ability of emotion regulation of junior high school students can be sharpened by cultivating their cognition ability in education; 2.There is correlation between ability of emotion regulation and content of training; 3.Ability of emotion regulation of students in Grade Three is the highest in junior high school, and Grade One is higher than Grade Two. Based on the results of experiment, we discussed the relationship between ability of emotion regulation and school work achievement, the difference of sex in ability of emotion regulation, the general development trend of the emotion regulation ability of junior high school students and the key time in cultivating the emotion regulation ability.