中学生情绪调节能力的发展特点

背景以往的情绪调节能力的实证研究多数以儿童为研究对象,探讨青少年的情绪调节能力的研究较少;缺乏跨省份取样、选用能反映中国中学生情绪调节整体水平的大样本的特征研究;而专门以情绪调节为因变量研究情绪调节发展规律的甚少.目的分析中国中学生的情绪调节能力的年级和性别特征.设计以中学生为调查对象的横断面抽样问卷调查.单位北京师范大学发展心理研究所.对象以北京、河南、重庆、浙江和新疆5个地区的13所中学,从初一到高三的中学生11 855人作为被试对象.方法选用北京师范大学发展心理研究所沃建中课题组编制的<中学生情绪调节能力问卷>对所有测试对象以班级为单位在学校中进行集体测试,5个地区统一在2周内完成.统计数据时取14个项目的平均值为情绪调节水平,情绪调节水平的得分范围为1～5分.分数越高表明情绪调节水平越高.主要观察指标①中学生情绪调节水平的发展特点.②中学生情绪调节年级不同水平上的性别差异.结果性别的主效应不显著(F(1,11843)=0 040,P=0.842),年级的主效应显著(EF 5,11843)=101.437,P=0.000),性别与年级的交互作用显著(F(5,11843)=3.812,P=0.002).结论中学生的情绪调节能力随着年级的升高呈现上升的趋势,但到高二以后趋于平稳;在高二时,女生的情绪调节能力逐渐超过了男生,在高三时,男生和女生的情绪调节能力没有差异.

Development traits of adolescents' emotion regulation ability

BACKGROUND: Most of previous researches on the emotion regulation ability only took children as objects.There were very few studies to investigate the adolescents' emotion regulation ability.There are fewer researches tried to study over-province large sampling to get general situation of Chinese adolescents' emotion regulation ability. Very few studies have taken emotion regulation as independent factor and explored its developmental rules OBJECTIVE:To analyze the characters of grade and gender in emotion regulation ability of Chinese adolescents DESIGN:Cross-sectional sampling survey questionnaire with adolescents as subjects SETTING:Institute of Developmental Psychology of Beijing Normal University.PARTICIPANTS:Totally 11 855 students from junior and senior high schools in Beijing,Henan,Chongqing,Zhejiang and Xinjiang, 13 high schools are included.METHODS:The present study uses "the adolescents' emotion regulaPsychology Institute, Beijing Normal University) as measuring tool to grouply test with the class as a unit. The tests in the 5 districts were completed within 2 weeks. The questionnaire is a 5-point scale.The level of emotion regulation is the mean score of the 14 items. And the higher points means higher level of emotion regulation.in emotion regulation between different grades of adolescent.RESULTS:Main effect of gender is not significant (F(1.11843)=0.040,P=0.842),while main effect of grads is significant (F(5.11843)=101.437,P=0.000),and interaction effect between gender and grades is significant (F(5.11843)=3.812,P=0.002).CONCLUSION:The emotion regulation ability of adolescents increased with the increasing grade but being stable after grade 11;the girls' emotion regulation ability exceeds the boys' gradually in grade 11,and there is no difference in the emotion regulation ability between boys and girls in grade 12.