中国健康心理学杂志Issue(5)：752-754,755,4.DOI:10.13342/j.cnki.cjhp.2014.05.045
同伴冲突情境下学龄儿童的情绪表达
School-age Children's Emotional DisplayStrategies in Peer Conflict Situations
摘要
Abstract
Objective To explore the use of school-age children's emotion display strategies in peer conflict situations .Methods A total of 886 students from 3~5 grades of two ordinary primary schools were studied through story-situational method .Results ①In peer conflict situations,with regard to four types of strategies,school-age children used intensification most (t ≥3.17 ,P<0.01),with deam-plification the lest(t≤-7.91,P<0.001);② There existed significant grade difference on emotional display strategies (F=3.72,P<0.05),and school-age girls got more scores than boy (F=5.80,P<0.05);③ In the slight conflict situations,intensification was used more(F=2.94,P=0.06);In the fuzzy injuries situations,neutralization was used more,and girls used it significantly more than boys(F=3.46,P<0.05);In the intent injuries situations,minimization was used more,and boys used it significantly more than girls (F=3.95,P<0.05).Conclusion Peer conflict situation is context-specific,in which school-age children's different emotion display strate-gies showed significant gender difference ,grade difference and type of conflict situation difference .关键词
学龄儿童/情绪表达策略/故事情境法/同伴冲突情境Key words
School-age children/Emotional display strategy/Story-situational method/Peer conflict situations分类
社会科学引用本文复制引用
杨杏,黄月胜,刘啟明,何幸,刘静霞..同伴冲突情境下学龄儿童的情绪表达[J].中国健康心理学杂志,2014,(5):752-754,755,4.基金项目
湖南省哲学社会科学基金项目（编号12YBA085）、湖南省大学生研究性学习和创新性实验计划项目“学龄儿童情绪智力的发展及其与同伴接纳的关系研究”资助。 （）
