【摘要】 目的考察574名初中生在学习自我控制过程中的情绪体验及其作用,为开展学生心理健康教育的相关理论研究提供参考。方法选取北京市、石家庄市、邢台市3所初中学生574名,采用《初中生自我控制情绪量表》、《初中生自我控制认知量表》、《初中生自我控制技能量表》和《初中生自我控制水平问卷》进行调查。结果学生在学习自控过程中的即时积极情绪、延时消极情绪、延时积极情绪与自控水平呈显著正相关,即时消极情绪与自控水平呈显著负相关;个体的消极情绪体验在自控认知、自控技能和个体的实际自控水平之间起部分中介作用。结论在培养学生自我控制能力过程中,应重视情绪的作用。更多还原

【Abstract】 Objective To inspect junior school students’ emotion and role in the process of learning self-control,and to provide reference for developing students’ psychological health education.Methods By using Self-Control Emotion Scale for Junior Middle School Students,Self-Control Conception Scale for Junior Middle School Students,Self-Control Skill Scale for Junior Middle School Students,and Self-Control Level Scale for Junior Middle School Students,574 junior middle school students were investigated.Results The self-control level was positively correlated with immediate positive affection,deliberative positive affection and deliberative negative affection but negatively correlated with immediate negative affection.Individual’s negative affection played a significant mediating role in the cognition and the level of children’s self-control,and the same with the relationship between the skill factors and the level of children’s self-control.Conclusion Affection role should be paid attention during the process of students’ self-control ability cultivating.更多还原