本文選題：助人行為 + 攻擊行為��； 參考：《曲阜師范大學(xué)》2017年碩士論文

【摘要】：研究者近年來已經(jīng)將情緒調(diào)節(jié)策略作為心理學(xué)的熱點(diǎn)研究課題。諸多研究證實(shí),情緒調(diào)節(jié)是個(gè)體社會(huì)能力的形成和發(fā)展過程中重要的影響因素,個(gè)體情緒調(diào)節(jié)能力越好,越有可能對(duì)同伴及其他人表現(xiàn)出親社會(huì)行為,如助人行為;而對(duì)抑制、回避等消極情緒調(diào)節(jié)策略的經(jīng)常性使用及其依賴,則可能會(huì)損害自己與他人的交流,個(gè)體的問題行為(如攻擊行為)也會(huì)隨之增多。然而作為影響個(gè)體社會(huì)行為的一個(gè)重要因素,大多數(shù)學(xué)者在研究情緒調(diào)節(jié)策略時(shí)主要集中在它的自發(fā)性使用上,忽略了情緒調(diào)節(jié)的指示性使用對(duì)初中生助人行為和攻擊行為的影響。因此,本研究首先在重復(fù)前人研究的基礎(chǔ)上,采用同伴提名、問卷調(diào)查等研究方法考察了不同性別、受歡迎程度對(duì)初中生情緒調(diào)節(jié)策略的影響。然后采用2(被試:受歡迎\不受歡迎)×3(情緒調(diào)節(jié)策略:認(rèn)知重評(píng)\表達(dá)抑制\控制組)的被試間實(shí)驗(yàn)設(shè)計(jì),利用情境設(shè)置法并結(jié)合不同的圖片材料分別誘發(fā)被試的情緒,運(yùn)用助人時(shí)間表和辣椒醬范式分別測(cè)量不同情緒調(diào)節(jié)策略下初中生的助人行為和攻擊行為,以探索不同情緒調(diào)節(jié)策略對(duì)不同受歡迎-不受歡迎初中生社會(huì)行為的影響。以上研究得到如下結(jié)論:(1)與女生相比,男生更傾向于采取表達(dá)抑制對(duì)自己的情緒進(jìn)行調(diào)節(jié)。受歡迎初中生對(duì)表達(dá)抑制的自發(fā)性使用顯著低于不受歡迎初中生。(2)不同的情緒調(diào)節(jié)策略對(duì)不受歡迎初中生助人行為的影響有顯著性差異,與控制組和表達(dá)抑制組初中生相比,采用認(rèn)知重評(píng)策略的初中生更傾向于做出助人行為;而使用表達(dá)抑制策略的初中生與控制組初中生的助人行為并沒有顯著性差別。(3)對(duì)于受歡迎初中生而言,情緒調(diào)節(jié)策略對(duì)其助人行為沒有顯著性差異。(4)情緒調(diào)節(jié)策略對(duì)不同受歡迎程度初中生的攻擊行為均有顯著性影響,采用表達(dá)抑制策略的初中生比采用認(rèn)知重評(píng)策略的初中生更容易做出攻擊行為。(5)認(rèn)知重評(píng)策略下,不同受歡迎程度初中生的攻擊行為沒有明顯差異;而在表達(dá)抑制組和控制組中,受歡迎初中生的攻擊行為顯著低于不受歡迎初中生。
[Abstract]:In recent years, researchers have made emotional regulation strategies a hot topic in psychology. Many studies have confirmed that emotional regulation is an important influence factor in the formation and development of individual social ability. The better the individual emotional regulation ability is, the more likely it is to show pro-social behavior to peers and others, such as helping others, but to inhibition. The frequent use and dependence of negative emotion regulation strategies such as avoidance may damage the communication between oneself and others, and the individual problem behavior (such as aggression) will increase with it. However, as an important factor affecting individual social behavior, most scholars focus on the spontaneous use of emotion regulation strategies. The influence of indicative use of emotion regulation on helping behavior and aggressive behavior of junior high school students was ignored. Therefore, on the basis of repeated previous studies, this study investigated the influence of gender and popularity on emotional regulation strategies of junior high school students by peer nomination and questionnaire survey. Then the subjects were designed with 2 (subjects: welcome\ unwelcome) 脳 3 (emotion regulation strategy: cognitive reassessment\ expression inhibition\ control group), and the emotion was induced by using the situational setting method and combining with different picture materials. In order to explore the influence of different emotional regulation strategies on the social behavior of different popular and unwelcome junior middle school students, the help schedule and chili sauce paradigm were used to measure the helping behavior and aggression behavior of junior high school students under different emotional regulation strategies. Conclusion: compared with girls, male students tend to regulate their emotions with expression suppression. The spontaneous use of expression inhibition in popular junior high school students was significantly lower than that in unwelcome junior high school students.) there were significant differences in the influence of different emotion regulation strategies on the helping behavior of unwelcome junior high school students, compared with the control group and the expression inhibition group, compared with the control group and the expression inhibition group. The junior high school students who adopted cognitive reappraisal strategy were more likely to make helpful behavior, while the junior high school students who used the expression inhibition strategy had no significant difference in helping behavior between the control group and the control group. 3) for the popular junior high school students, there was no significant difference between them. There was no significant difference between emotional regulation strategies and helping behaviors. (4) emotional regulation strategies had significant effects on aggressive behavior of junior high school students with different popularity. Under the cognitive reappraisal strategy, there was no significant difference in the aggressive behavior among the junior high school students with different popularity. In expression inhibition group and control group, the aggressive behavior of popular junior high school students was significantly lower than that of unwelcome junior high school students.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842.6

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