【摘要】：家庭作為兒童成長(zhǎng)過程中重要的環(huán)境因素對(duì)兒童發(fā)展具有重要影響。近年來，從父母的情緒社會(huì)化角度來考察家庭教養(yǎng)行為對(duì)兒童情緒發(fā)展的影響已成為一個(gè)新的熱點(diǎn)。越來越多的研究發(fā)現(xiàn)家庭或?qū)W校的情緒氛圍對(duì)兒童社會(huì)性、情緒、人格、心理健康和成就發(fā)展等多方面均產(chǎn)生重要影響。父母與兒童互動(dòng)關(guān)系中的情感特征與兒童社會(huì)行為的質(zhì)量、同伴關(guān)系、問題行為等相關(guān)聯(lián)。兒童在家庭中學(xué)會(huì)的遠(yuǎn)遠(yuǎn)不止是諸如發(fā)怒、悲傷或高興這樣的具體情感表達(dá)技能，他們還學(xué)會(huì)了很多情緒相關(guān)的知識(shí)、理念和如何調(diào)控的過程。情緒體驗(yàn)、情緒表達(dá)往往伴隨著情緒調(diào)節(jié)，因此近年來對(duì)兒童情緒調(diào)節(jié)的研究引起廣泛關(guān)注。父母教養(yǎng)行為影響著兒童的情緒性發(fā)展，而父母對(duì)情緒所持的態(tài)度、觀點(diǎn)和價(jià)值觀將指導(dǎo)其教養(yǎng)行為。Gottman提出的父母元情緒理念就是指父母對(duì)孩童情緒表現(xiàn)所產(chǎn)生的一組情緒、行為、態(tài)度與理念等反應(yīng)模式。本研究以此為理論基礎(chǔ)，主要探討父母元情緒理念對(duì)兒童情緒調(diào)節(jié)能力的影響，同時(shí)選擇兒童氣質(zhì)為第三變量，分別探討這兩個(gè)變量及其交互作用對(duì)學(xué)齡前兒童情緒調(diào)節(jié)能力的影響。父親作為家庭的主要成員在兒童成長(zhǎng)過程中扮演著重要角色，因此本研究將父親變量對(duì)兒童情緒調(diào)節(jié)的影響進(jìn)行單獨(dú)探究。 在山東省曲阜市某幼兒園隨機(jī)選擇90對(duì)4-7歲學(xué)齡前兒童及其父母作為研究對(duì)象。采用觀察實(shí)驗(yàn)編碼的方法測(cè)量?jī)和那榫w調(diào)節(jié)能力。運(yùn)用經(jīng)典的“失望禮物范式”，錄像并編碼兒童看到失望禮物后的情緒反應(yīng)，，以此測(cè)量?jī)和南麡O情緒調(diào)節(jié)分?jǐn)?shù)。父母元情緒理念使用葉光輝編制的“父母元情緒理念量表”測(cè)量，由父母分別報(bào)告，兒童氣質(zhì)特征使用“兒童行為量表”（CBQ）測(cè)量，由母親報(bào)告。 研究得到如下結(jié)論： （1）母親情緒教導(dǎo)的元情緒理念對(duì)學(xué)齡前兒童較高的情緒調(diào)節(jié)能力具有顯著的預(yù)測(cè)作用，而母親情緒不干涉和情緒失控的元情緒理念與學(xué)齡前兒童較低的情緒調(diào)節(jié)能力具有顯著的正相關(guān)。 （2）父親情緒教導(dǎo)的元情緒理念對(duì)學(xué)齡前兒童較高的情緒調(diào)節(jié)能力具有顯著的預(yù)測(cè)作用。 （3）兒童努力控制對(duì)學(xué)齡前兒童的情緒調(diào)節(jié)能力具有顯著的正向預(yù)測(cè)作用。 （4）兒童努力控制在母親情緒教導(dǎo)元情緒理念與兒童情緒調(diào)節(jié)的關(guān)系中起調(diào)節(jié)作用。母親持情緒教導(dǎo)的元情緒理念對(duì)于低努力控制水平的兒童來說，對(duì)其情緒調(diào)節(jié)能力的促進(jìn)作用更大。
[Abstract]:As an important environmental factor in the process of children's growth, family plays an important role in the development of children. In recent years, it has become a new hotspot to investigate the influence of parenting behavior on children's emotional development from the perspective of parents' emotional socialization. More and more researches have found that the emotional atmosphere of family or school has an important influence on children's sociality, emotion, personality, mental health and achievement development. The affective characteristics in the interaction between parents and children are related to the quality of children's social behavior, peer relationship, problem behavior and so on. Children in the family learn much more than specific emotional expression skills such as anger, sadness or joy. They also learn a lot about emotional knowledge, ideas, and processes of regulation. Emotional experience, emotional expression is often accompanied by emotional regulation, so in recent years, the research on children's emotional regulation has attracted wide attention. Parental rearing behavior affects the emotional development of children, and the attitudes, views and values of parents to emotion will guide their parenting behavior. Gottman's concept of parental meta-emotion refers to a set of emotions generated by parents' emotional performance in children. Response patterns such as behavior, attitude, and ideas. Based on this theory, this study mainly discusses the influence of parents' meta-emotional concept on children's emotional regulation ability, and selects children's temperament as the third variable. To explore the effects of these two variables and their interactions on the emotional regulation ability of preschool children. Father, as the main member of the family, plays an important role in the development of children. Therefore, the influence of father variables on children's emotional regulation is investigated separately in this study. 90 preschool children aged 4-7 and their parents were randomly selected from a kindergarten in Qufu, Shandong Province. The emotion regulation ability of children was measured by the method of observation experiment coding. Using the classic "disappointed gift paradigm", the children's emotional responses were recorded and coded to measure the negative emotion adjustment scores of the children. The parents' meta-emotional concept was measured by "parental meta-emotional concept scale", which was reported by parents respectively, and the temperament of children was measured by "Child behavior scale" (CBQ) and reported by mother. The conclusions of the study are as follows: (1) the meta-emotional concept taught by mothers has a significant predictive effect on preschool children's higher emotional regulation ability. However, the meta-emotional concept of mother's emotional non-interference and emotional loss out of control was significantly positively related to the lower emotional regulation ability of preschool children. (2) the meta-emotional concept taught by father's emotion was higher for preschool children (3) Children's efforts to control have a significant positive predictive effect on preschool children's emotional regulation ability. (4) Children's efforts to control in the mother's emotional teaching unit. The relationship between emotional concept and children's emotional regulation plays a regulating role. The meta-emotional concept taught by mothers plays a greater role in promoting the ability of emotional regulation for children with low level of control.
【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】：2014
【分類號(hào)】：B842.6

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