“千篇一律”还是“因境制宜”：社会情境对情绪表达策略使用效果的影响

情绪表达策略作为关注反应的情绪调节策略，主要包括情绪抑制和情绪表达两种子策略。要充分理解情绪的抑制和表达，必须考察社会情境在其中的作用。本文从竞争、亲密关系、权力三种社会情境入手细致梳理了它们对情绪表达策略使用效果（即情绪表达策略与个体情绪、社会结果的关系）的影响。同时，重点阐述了社会情境影响情绪表达策略使用效果的理论解释。未来的研究方向主要在于加强社会情境对情绪表达策略使用效果的神经科学研究、深入探究社会情境影响情绪表达策略使用效果的作用机制以及相关理论的进一步完善。     

大学生情绪调节与心理健康的关系

目的 研究大学生情绪调节与心理健康的关系.方法 选用一般健康问卷和情绪调节问卷,对398名大学生进行调查.结果 差异检验表明,在情绪调节策略上,存在非常显著的性别差异,男生更倾向于使用表达抑制策略(t=3.135, P＜0.01);在认知重评策略上无显著性别差异(t=1.259, P＞0.05).相关分析表明:认知重评策略水平越高,自我肯定性越强,负性情感(忧郁、焦虑)越少,心理健康水平越高.结论 情绪调节中的认知重评策略与大学生的心理健康水平有密切联系.     

大学生情绪智力与心理健康、英语成绩的关系

目的:探讨情绪智力与心理健康、英语成绩的关系。方法:本研究采用大学生情绪智力问卷、症状自评量表(SCL-90)和全国大学英语四级考试题对358位大学生进行了考察。结果:1大学生的情绪智力各分量表分数由小到大依次为:人际关系、适应性、压力管理、自省、一般情绪;2不同年级学生之间的情绪智力具有显著差异(F=6.298,P0.01);3英语成绩高分组与低分组学生的情绪智力分数差异显著(t=2.509,P0.05);4情绪智力与心理健康、英语成绩均两两显著相关(r=-0.380~0.227,P0.01或P0.05)。结论:年级的不同会影响大学生情绪智力,情绪智力会对大学生的心理健康和英语成绩有影响。     

大学生情绪调节策略与父母教养方式

目的 探讨大学生情绪调节策略与父母教养方式的关系.方法 翻译并修订英文版情绪调节策略问卷,采用父母教养方式问卷和修订的情绪调节策略问卷对360名大学生进行测查.结果 大学生使用认知重评的频率高于使用表达抑制,差异具有统计学意义(t=15.92,P＜0.01);男生比女生更多地应用表达抑制策略(t=3.842,P＜0.01);积极的情绪调节策略(认知重评)与父亲惩罚严厉呈显著负相关(r=-0.133,P＜0.05),与母亲惩罚严厉呈显著负相关(r=-0.130,P＜0.05);消极的情绪调节策略(表达抑制)与父亲拒绝否认呈显著正相关(r=0.135,P＜0.05),与父亲过度保护呈显著正相关(r=0.117,P＜0.05).结论 大学生情绪调节策略的使用与父母教养方式有关.父亲越多地使用拒绝否认、过度保护教养方式,大学生使用表达抑制策略越多;父亲母亲越多地使用惩罚严厉教养方式,大学生越少使用认知重评策略.     

大学生中庸思维在情绪调节和情绪间的作用

目的探讨大学生情绪调节、中庸思维与情绪状态间的关系。方法通过收集369份在校大学生的量表结果,其中包括情绪调节问卷、中庸信念/价值量表、正负情绪检核表。结果①认知重评与正性情绪正相关、与负性情绪负相关,表达抑制与负性情绪正相关(r=0.259～0.159,P>0.05);中庸思维与认知重评有显著正相关,与负性情绪有显著负相关(r=0.312,0.160;P>0.05);②中庸思维在认知重评与情绪之间没有起到显著的调节作用,在表达抑制与负性情绪之间起到了显著的负调节作用(β=-0.114,P>0.05),中庸思维程度较高时表达抑制与负性情绪无显著相关(r=0.107,P>0.05),中庸思维程度较低时表达抑制与负性情绪显著正相关(r=0.225,P>0.01)。结论中庸思维使个体倾向使用认知重评的情绪调节,较高的中庸思维程度不易受到表达抑制的负面影响。     

大学生情绪及其表达方式调查研究

探讨大学生被试2周内体验到的情绪(积极、消极)及情绪表达方式。采用问卷法对36名大学生进行调查,分析统计情绪计数、情绪表达。积极情绪与消极情绪出现次数差异有统计学意义(Z=-2.903,P=0.004);积极情绪表达、消极情绪表达数量上差异无统计学意义;积极情绪不表达与消极情绪不表达间差异有统计学意义(Z=-2.68,P=0.007);消极情绪采取消极表达的方式显著多于积极情绪(Z=-3.245,P=0.001)。结论:①大学生消极情绪显著多于积极情绪;②在情绪表达量上差异无统计学意义;③积极情绪不表达与消极情绪不表达差异有统计学意义,对消极情绪采取消极表达的方式也显著多于积极情绪;④需引导大学生更多采用认知重评等积极的情绪调节策略。     

同伴冲突情境下学龄儿童的情绪表达

目的考察同伴冲突情境下学龄儿童情绪表达策略的特点及发展规律。方法从两所普通小学抽取三四五年级共886名被试,采用故事情境法进行考察。结果①同伴冲突情境下,学龄儿童夸大策略的使用显著高于其他3种策略(t≥3.17,P0.01),弱化策略使用最少(t≤-7.91,P0.001);②学龄儿童情绪表达策略总分的年级主效应显著(F=3.72,P0.05),性别主效应显著(F=5.80,P0.05);③在轻微冲突情境中,更多使用夸大策略(F=2.94,P=0.06);在模糊伤害情境中,更多使用平静化策略,且女生使用次数显著多于男生(F=3.46,P0.05);在故意伤害情境中,更多地使用弱化策略,男生使用次数多于女生(F=3.95,P0.05)。结论同伴冲突情境具有情境特异性,在该情境下,学龄儿童不同情绪表达策略存在性别、年级和冲突情境类型差异。     

父母教养方式对大学生情绪表达的影响:成人依恋的中介作用

目的:探讨成人依恋在父母教养方式和大学生情绪表达中的中介作用。方法:选取上海某大学600名大学生为被试,采用情绪表达量表(EES)、亲密关系经验量表(ECR-R)、父母教养方式问卷简式中文修订版(sEMBU-c)为工具进行测评。结果:(1)情绪表达、父母教养方式、成人依恋三者相关显著,情绪表达与依恋亲近呈显著性相关(r=-0.25,P0.001),与依恋焦虑呈显著性负相关(r=-0.11,P0.01),与父亲过度保护和母亲过度保护呈显著性负相关(r=-0.09,P0.05;r=-0.12,P0.01);(2)父母过度保护对情绪表达具有负向的直接作用(β=-0.16,P0.01);(3)结构方程模型拟合优度检验证明模型拟合良好(χ~2=561.65,dF=165,RMSEA=0.06,CFI=0.90,TLI=0.91,AGFI=0.87)。结论:父母教养方式通过成人依恋的部分中介作用影响大学生情绪表达。     

员工情绪智力、应对方式与心理健康关系研究

目的 探究员工情绪智力、应对方式与心理健康的关系.方法 采用情绪智力量表(WLEIS)、简易应对方式量表和症状自评量表(SCL- 90),对249名来自不同单位的员工进行调查.结果 ①心理健康状况不同的员工情绪智力存在显著差异(t=2.737,P＜0.01);②情绪智力、积极应对方式、消极应对方式与心理健康状况显著相关(r=-0.226,-0.177,0.391;P＜0.01);③回归分析表明,情绪智力、积极应对、消极应对对心理健康症状有显著的预测作用(t=-3.639,-2.828,6.674;P＜0.001).结论 情绪智力、应对方式对员工心理健康有预测作用,情绪智力在积极应对方式与心理健康关系中起完全中介作用.     

大学生情绪表达灵活性对正念和情绪调节能力的调节效应

目的:考察情绪表达灵活性对正念和情绪调节策略使用频率的调节效应。方法:选取222名大学生被试,采用正念注意觉知量表(MAAS)、斯坦福情绪调节量表(ERQ)、情绪表达灵活性量表分别测试正念注意觉知水平、情绪调节策略(认知重评和表达抑制)使用频率和情绪表达灵活性水平。结果:情绪表达灵活性得分与正念水平呈正相关(r=0.363,P0.01),与认知重评呈负相关(r=-0.214,P0.01),情绪表达灵活性可以调节正念与认知重评的关系(β=-0.131,P=0.006),对于低情绪表达灵活性组,正念水平可以对认知重评策略使用频率有正向预测作用(β=0.1483,P=0.0049);但对于高情绪表达灵活组,正念水平对认知重评策略使用频率无预测作用(β=0.001,P0.05);情绪表达灵活性在正念水平与表达抑制关系中同样存在调节效应。对于低情绪表达灵活性组,正念水平可以对表达抑制策略使用频率有正向预测作用(β=0.12,P0.01);但对于高情绪表达灵活组,正念水平对表达抑制策略使用频率无预测作用(β=-0.02,P0.05)。结论:对于低情绪表达灵活性个体,可以用提高其正念水平的方法来提高其使用认知重评及表达抑制的情绪调节策略。     

Smart environment architecture for emotion detection and regulation

This paper introduces an architecture as a proof-of-concept for emotion detection and regulation in smart health environments. The aim of the proposal is to detect the patient’s emotional state by analysing his/her physiological signals, facial expression and behaviour. Then, the system provides the best-tailored actions in the environment to regulate these emotions towards a positive mood when possible. The current state-of-the-art in emotion regulation through music and colour/light is implemented with the final goal of enhancing the quality of life and care of the subject. The paper describes the three main parts of the architecture, namely “Emotion Detection”, “Emotion Regulation” and “Emotion Feedback Control”. “Emotion Detection” works with the data captured from the patient, whereas “Emotion Regulation” offers him/her different musical pieces and colour/light settings. “Emotion Feedback Control” performs as a feedback control loop to assess the effect of emotion regulation over emotion detection. We are currently testing the overall architecture and the intervention in real environments to achieve our final goal.     

What our eyes tell us about feelings: Tracking pupillary responses during emotion regulation processes

Emotion regulation is essential for adaptive behavior and mental health. Strategies applied to alter emotions are known to differ in their impact on psychological and physiological aspects of the emotional response. However, emotion regulation outcome has primarily been assessed via self‐report, and studies comparing regulation strategies with regard to their peripheral physiological mechanisms are limited in number. In the present study, we therefore aimed to investigate the effects of different emotion regulation strategies on pupil dilation, skin conductance responses, and subjective emotional responses. Thirty healthy females were presented with negative and neutral pictures and asked to maintain or up‐ and downregulate their upcoming emotional responses through reappraisal or distraction. Pupil dilation and skin conductance responses were significantly enhanced when viewing negative relative to neutral pictures. For the pupil, this emotional arousal effect manifested specifically late during the pupillary response. In accordance with subjective ratings, increasing negative emotions through reappraisal led to the most prominent pupil size enlargements, whereas no consistent effect for downregulation was found. In contrast, early peak dilations were enhanced in all emotion regulation conditions independent of strategy. Skin conductance responses were not further modulated by emotion regulation. These results indicate that pupil diameter is modulated by emotional arousal, but is initially related to the extent of mental effort required to regulate automatic emotional responses. Our data thus provide first evidence that the pupillary response might comprise two distinct temporal components reflecting cognitive emotion regulation effort on the one hand and emotion regulation success on the other hand.     

Beliefs about emotions as a metacognitive construct: initial development of a self-report questionnaire measure and preliminary investigation in relation to emotion regulation

Metacognitive theory, amongst other theories, gives an important role to beliefs about mental states, including beliefs about emotions, in the maintenance of distress. Mentalization theory as well as the dialectical behaviour therapy and emotion-focused therapy literature specifies particular beliefs thought to be related to emotion dysregulation and therefore to a label of borderline personality disorder. The current study aimed to develop a questionnaire to measure the beliefs about emotions as specified by this literature and to test the relationship of this new measure to various aspects of emotion regulation in a non-clinical sample of 289 participants. A factor analysis extracted six factors, which described beliefs about emotions as (a) overwhelming and uncontrollable; (b) shameful and irrational; (c) invalid and meaningless; (d) useless; (e) damaging; and (f) contagious. The final measure showed some promising psychometric properties. All of the questionnaire subscales were related to aspects of emotion dysregulation including distress, borderline personality disorder symptoms and behaviours associated with dysregulation of emotion, suggesting that beliefs about emotions could be an important metacognitive construct involved in the ability to regulate emotions. Beliefs about emotions may be a useful direct or indirect target for treatment of difficulties regulating emotions, and this could be achieved through the use of various therapeutic modalities.     

抑制与压抑——两种不同的情绪调节策略

情绪抑制是个体有意识的控制对负性情绪的表达,情绪压抑是指个体回避或不能意识负性情绪,两者均是情绪调节策略,且与健康的关系颇为类似。现对这两种情绪调节策略的概念、测量工具以及实证研究三方面进行综述,以探讨两者的异同。     

大学生情绪调节方式与抑郁的研究

目的：探讨大学生的情绪及情绪调节方法及其与抑郁和性别的关系。方法：98名大学本科生接受了情绪量表,情绪调节方式量表和抑郁量表的评定。结果：（1）大学生情绪感受频率序列（从多到少）为：快乐、兴趣,羞愧、内疚,羞涩、悲伤、惊奇、敌意、愤怒、蔑视、厌恶、恐惧等。（2）一般的模式在感受负性情绪时出现比较多的忽视和抑制,感受正性情绪时出现比较多的重视和宣泄;原因调节多于反应调节。（3）男性感受比较多的愤怒、在感受正性情绪时,男性存在比较多的忽视和抑制,女性存在比较多的重视和宣泄。（4）抑郁高分组包含比较的羞愧、羞涩、悲伤,自我敌意、恐惧、厌恶、愤怒等负性情绪,比较少的快乐和兴趣。在调节方式上,高抑郁在感受负情绪时有更多的重视和宣泄,在感受正情情绪时存在比较多的忽视和抑制,比较少的重视和宣泄,结论：不适当的情绪调节方式可能是增强抑郁的重要原因。     

大学生情绪调节与抑郁的相关研究

目的探讨大学生情绪调节与抑郁之间的关系,分析情绪调节在抑郁发生过程中的作用机制,降低大学生的抑郁发生率。方法选用情绪调节问卷和B eck抑郁问卷,对河北省高校288名在校大学生进行调查。结果①大学生的情绪调节整体来看处于中等水平(61.82±11.33),在两种常用情绪调节策略的使用上,重新评价策略使用处于中等偏上水平(34.14±6.86),表达抑制策略使用处于中等偏下水平(27.68±6.58);②不同年级大学生在重新评价(t=2.980,P<0.01)、表达抑制(t=-2.160,P<0.05)上有显著差异;③不同性别大学生在抑郁(t=3.570,P<0.05)上的差异显著;④情绪调节中的重新评价策略与抑郁呈显著负相关(r=-0.175,P<0.01)。结论大学生情绪调节影响抑郁,情绪调节越好,抑郁水平越低。     

Inter-individual differences in the habitual use of cognitive reappraisal and expressive suppression are associated with variations in prefrontal cognitive control for emotional information: An event related fMRI study

Two different emotion regulation strategies, cognitive reappraisal and expressive suppression, are strongly associated with increased neural activity in the prefrontal cognitive control network. In this event-related fMRI study, we investigated whether individual differences in habitual reappraisal and suppression tendencies are related to differences in prefrontal cognitive control processes for emotional information. In order to measure cognitive control over inhibiting a dominant response to happy or sad stimuli (in favor of the opposite valence), thirty-one healthy female participants performed the Cued Emotional Conflict Task (CECT). The Emotion Regulation Questionnaire was used to measure individual differences in everyday use of emotion regulation. Results demonstrate that high reappraisers are behaviorally faster and exert more fronto-cingulate activity when inhibiting a response to sad faces (compared to happy faces, FDR corrected). On the other hand, suppression scores are not correlated with performance to CECT trials. Interestingly, suppression scores are associated with higher amygdala activation during the inhibition of a response to sad faces (compared to happy faces). These data suggest that habitual reappraisal is associated with underlying functional cognitive control processes to inhibit a dominant response to negative material. In contrast, the effort to control negative material has negative consequences in individuals who have a tendency to suppress emotions.     

企业员工社会支持和主观幸福感的关系-情绪调节的中介作用

目的:探讨情绪调节在社会支持和主观幸福感间的中介作用。方法:使用社会支持问卷、主观幸福感问卷和情绪调节量表对252名企业员工进行调查。结果:1企业员工社会支持与表达积极情绪、管理消极情绪存在显著正相关(r=0.30,0.38;P0.01),表达积极情绪、管理消极情绪与主观幸福感存在显著正相关(r=0.37,0.47;P0.01),社会支持与主观幸福感存在显著正相关(r=0.26,P0.01);2表达积极情绪和管理消极情绪在社会支持与主观幸福感之间起中介作用,中介效应分别占总效应的37%和77.4%;3不同性别、年龄、职位、岗位的员工感受到的社会支持、情绪调节、主观幸福感的程度不同。结论:社会支持和情绪调节都是影响主观幸福感的重要因素,表达积极情绪、管理消极情绪在对支持的利用度和主观幸福感间起中介作用。     

Are positive illusions adaptive?: self- and other-rating

The present study investigated the relationship between children's overly positive self-perceptions of their own social competence and mental health. Elementary school students (grades fourth to sixth, n=331) and their homeroom teachers (n=9) participated in the study. The positive illusion was measured by the difference between the self-rating and the other (homeroom teachers) -rating. And, the index of mental health was administered in both self-rating and other (homeroom teachers and same-sex classmates) -rating forms. Positive illusions about children's social competence were positively related to self-ratings of mental health. However, the present study also found detrimental effects of such positive illusions. Children with excessively positive views of their social competence were viewed by teachers and same-sex classmates as significantly more aggressive than those children who showed more evidence of self-devaluation. In addition, children with overly positive self-perceptions were not as accepted by same-sex classmates.