教学情境对教师自动情绪调节的影响
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摘要
基于情境性认知的视角,探索教学情境在教师自动情绪调节中的作用。研究创设教学与生活情境,通过面孔识别任务和点探测任务比较教学和生活情境下教师自动情绪调节效果。结果发现,教学情境下教师对负性情绪面孔识别的正确率更高,但反应时更长;教学情境下教师对负性词汇信息无显著的注意偏向;自动情绪调节下教师的面孔识别速率更高。该结果表明教师由于长期的职业训练,教学情境能作为一种情境线索诱发更良好的自动情绪调节效果,保持更稳定的情感状态,具体表现为更准确、谨慎的面孔识别特征和无显著的负性注意偏向。本研究结果为教师自动情绪调节研究提供一定的参考。
Based on the perspective of situated cognition, the purpose of this study was to explore the effect of teaching situation on teachers' automatic emotion regulation. Teachers' automatic emotion regulation in teaching situation and in life situation were compared by facial expression identification task and dot-probe task. The results showed as follows.(1) In teaching situation, the accuracy of negative face identification of teachers was significantly better, but the reaction time was significantly longer;(2) In teaching situation, the attention bias of negative information of teachers was no significant;(3) With the effect of automatic emotion regulation, the rate of face identification of teachers was significantly faster. These result suggested that teaching situation, as a kind of situated cue, induces superior automatic emotion regulation, which is bound up with the long-term vocational training. The ability of automatic emotion regulation helps teacher keep steady mood in order to achieve teaching task, such as accurate and prudent feature of face identification, in addition no significant attention bias. To some extent, the conclusion provides a reference for the study of teachers' automatic emotion regulation.
Based on the perspective of situated cognition, the purpose of this study was to explore the effect of teaching situation on teachers' automatic emotion regulation. Teachers' automatic emotion regulation in teaching situation and in life situation were compared by facial expression identification task and dot-probe task. The results showed as follows.(1) In teaching situation, the accuracy of negative face identification of teachers was significantly better, but the reaction time was significantly longer;(2) In teaching situation, the attention bias of negative information of teachers was no significant;(3) With the effect of automatic emotion regulation, the rate of face identification of teachers was significantly faster. These result suggested that teaching situation, as a kind of situated cue, induces superior automatic emotion regulation, which is bound up with the long-term vocational training. The ability of automatic emotion regulation helps teacher keep steady mood in order to achieve teaching task, such as accurate and prudent feature of face identification, in addition no significant attention bias. To some extent, the conclusion provides a reference for the study of teachers' automatic emotion regulation.
引文
白学军,魏玲,沈德立.(2011).背景线索对室内场景中目标搜索的注意引导.心理学探新,31(2),122-127,doi:10.3969/j.issn.1003-5184.2011.02.005.
陈宁,卢家楣,汪海彬.(2014).教师共情预测能力及其策略的现状调查与启示.教育研究,(9),83-89,103,doi:10.3969/j.issn.1674-4632.2014.09.021.
陈少华.(2005).人格与认知.北京:社会科学文献出版社.
连榕.(2015).专长发展与职业发展视域下的教师心理.心理发展与教育,31(1),92-99.
刘旭,白学军,刘志军,王艳.(2016).农村中小学教师情绪调节策略对生活满意度的影响:心理资本的中介作用.心理学探新,36(3),234-238,doi:10.3969/j.issn.1003-5184.2016.03.008.
刘迎春,徐长江.(2013).教师情绪调节的机制与策略.浙江师范大学学报(社会科学版),38(2),104-109.
卢家楣,孙俊才,刘伟.(2008).诱发负性情绪时人际情绪调节与个体情绪调节对前瞻记忆的影响.心理学报,40(12),1258-1265.
邱莉.(2011).教师课堂情绪调节能力的现状调查研究.教育研究与实验,(6),35-39.
任俊,朱琼嫦.(2015).内隐情绪调节:一种有效的自我保护.心理科学进展,23(12),2054-2063.
汪海彬,卢家楣,姚本先,桑青松,陈宁,唐晓晨.(2015).职前教师情绪复杂性对情绪面孔加工的影响--来自行为、ERP和眼动的证据.心理学报,47(1),50-65.
王艳梅,毛锐杰.(2016).认知重评策略对注意分配的影响.心理学探新,36(5),409-412,doi:10.3969/j.issn.1003-5184.2016.05.005.
吴莹莹,连榕.(2014).情绪能力:探讨教师情绪的新视角.心理科学,37(5),1197-1203.
尹弘飚.(2017).教育实证研究的一般路径:以教师情绪劳动研究为例.华东师范大学学报(教育科学版),35(3),47-169.
Beck,A.T.(2008).The evolution of the cognitive model of depression and its neurobiological correlates.The American Journal of Psychiatry,165(8),969-977,doi:10.1176/appi.ajp.2008.08050721.
Brackett,M.A.,Palomera,R.,Mojsa-Kaja,J.,Reyes,M.R.,&Salovey,P.(2010).Emotion-regulation ability,burnout,and job satisfaction among British secondary-school teachers.Psychology in the Schools,47(4),406-417.
Delle-Vigne,D.,Wang,W.,Kornreich,C.,Verbanck,P.,&Campanella,S.(2014).Emotional facial expression processing in depression:Data from behavioral and event-related potential studies.Neurophysiologie Clinique/Clinical Neurophysiology,44(2),169-187,doi:10.1016/j.neucli.2014.03.003.
Fox,E.,Russo,R.,&Dutton,K.(2002).Attentional bias for threat:Evidence for delayed disengagement from emotional faces.Cognition&Emotion,16(3),355-379.
Gross,J.J.(1998).The emerging field of emotion regulation:An integrative review.Review of General Psychology,2(3),271-299,doi:10.1037/1089-2680.2.3.271.
Gross,J.J.(2002).Emotion regulation:Affective,cognitive,and social consequences.Psychophysiology,39(3),281-291,doi:10.1017/S0048577201393198.
Gross,J.J.(2015).Emotion regulation:Current status and future prospects.Psychological Inquiry,26(1),1-26,doi:10.1080/1047840X.2014.940781.
Gyurak,A.,Gross,J.J.,&Etkin,A.(2011).Explicit and implicit emotion regulation:A dual-process framework.Cognition&Emotion,25(3),400-412.
Jiang,J.W.,Vauras,M.,Volet,S.,&Wang,Y.L.(2016).Teachers'emotions and emotion regulation strategies:Self-and students'perceptions.Teaching and Teacher Education,54,22-31,doi:10.1016/j.tate.2015.11.008.
Koole,S.L.(2009).The psychology of emotion regulation:An integrative review.Cognition&Emotion,23(1),4-41.
Koole,S.L.,&Jostmann,N.B.(2004).Getting a grip on your feelings:Effects of action orientation and external demands on intuitive affect regulation.Journal of Personality and Social Psychology,87(6),974-990,doi:10.1037/0022-3514.87.6.974.
Koole,S.L.,&Rothermund,K.(2011)."I feel better but I don't know why":The psychology of implicit emotion regulation.Cognition&Emotion,25(3),389-399.
Koole,S.L.,&Veenstra,L.(2015).Does emotion regulation occur only inside people's heads?:Toward a situated cognition analysis of emotion-regulatory dynamics.Psychological Inquiry,26(1),61-68,doi:10.1080/1047840X.2015.964657.
Luo,W.B.,Feng,W.F.,He,W.Q.,Wang,N.Y.,&Luo,Y.J.(2010).Three stages of facial expression processing:ERP study with rapid serial visual presentation.NeuroImage,49(2),1857-1867,doi:10.1016/j.neuroimage.2009.09.018.
Mansell,W.,Clark,D.M.,Ehlers,A.,&Chen,Y.P.(1999).Social anxiety and attention away from emotional faces.Cognition&Emotion,13(6),673-690.
Righart,R.,&de Gelder,B.(2008a).Rapid influence of emotional scenes on encoding of facial expressions:An ERP study.Social Cognitive and Affective Neuroscience,3(3),270-278,doi:10.1093/scan/nsn021.
Righart,R.,&de Gelder,B.(2008b).Recognition of facial expressions is influenced by emotional scene gist.Cognitive,Affective,&Behavioral Neuroscience,8(3),264-272.
Rimé,B.(2007).The social sharing of emotion as an interface between individual and collective processes in the construction of emotional climates.Journal of Social Issues,63(2),307-322,doi:10.1111/josi.2007.63.issue-2.
Saha,L.,&Dworkin,A.G.(2009).International handbook of research on teachers and teaching.US:Springer.
Schupp,H.T.,Schm?lzle,R.,&Flaisch,T.(2014).Explicit semantic stimulus categorization interferes with implicit emotion processing.Social Cognitive and Affective Neuroscience,9(11),1738-1745,doi:10.1093/scan/nst171.
Shafran,R.,Lee,M.,Cooper,Z.,Palmer,R.L.,&Fairburn,C.G.(2007).Attentional bias in eating disorders.The International Journal of Eating Disorders,40(4),369-380,doi:10.1002/(ISSN)1098-108X.
Sutton,R.E.(2004).Emotional regulation goals and strategies of teachers.Social Psychology of Education,7(4),379-398,doi:10.1007/s11218-004-4229-y.
Sutton,R.E.,Mudrey-Camino,R.,&Knight,C.C.(2009).Teachers'emotion regulation and classroom management.Theory into Practice,48(2),130-137,doi:10.1080/00405840902776418.
Tamir,M.,&Robinson,M.D.(2007).The happy spotlight:Positive mood and selective attention to rewarding information.Personality&Social Psychology Bulletin,33(8),1124-1136.
Tsouloupas,C.N.,Carson,R.L.,Matthews,R.,Grawitch,M.J.,&Barber,L.K.(2010).Exploring the association between teachers’perceived student misbehaviour and emotional exhaustion:The importance of teacher efficacy beliefs and emotion regulation.Educational Psychology,30(2),173-189,doi:10.1080/01443410903494460.
Wang,Y.,&Li,X.B.(2017).Temporal course of implicit emotion regulation during a Priming-Identify task:An ERP study.Scientific Reports,7,41941,doi:10.1038/srep41941.
Yang,Q.W.,Tang,P.,Gu,R.L.,Luo,W.B.,&Luo,Y.J.(2015).Implicit emotion regulation affects outcome evaluation.Social Cognitive and Affective Neuroscience,10(6),824-831,doi:10.1093/scan/nsu124.
Yin,H.B.(2015).The effect of teachers’emotional labour on teaching satisfaction:Moderation of emotional intelligence.Teachers and Teaching,21(7),789-810,doi:10.1080/13540602.2014.995482.
Yin,H.B.(2016).Knife-like mouth and tofu-like heart:Emotion regulation by Chinese teachers in classroom teaching.Social Psychology of Education,19(1),1-22,doi:10.1007/s11218-015-9319-5.
Zhang,J.,Feng,C.X.,&Mai,X.Q.(2016).Automatic emotion regulation in response inhibition:The temporal dynamics of emotion counterregulation during a go/no-go task.Psychophysiology,53(12),1909-1917,doi:10.1111/psyp.2016.53.issue-12.
陈宁,卢家楣,汪海彬.(2014).教师共情预测能力及其策略的现状调查与启示.教育研究,(9),83-89,103,doi:10.3969/j.issn.1674-4632.2014.09.021.
陈少华.(2005).人格与认知.北京:社会科学文献出版社.
连榕.(2015).专长发展与职业发展视域下的教师心理.心理发展与教育,31(1),92-99.
刘旭,白学军,刘志军,王艳.(2016).农村中小学教师情绪调节策略对生活满意度的影响:心理资本的中介作用.心理学探新,36(3),234-238,doi:10.3969/j.issn.1003-5184.2016.03.008.
刘迎春,徐长江.(2013).教师情绪调节的机制与策略.浙江师范大学学报(社会科学版),38(2),104-109.
卢家楣,孙俊才,刘伟.(2008).诱发负性情绪时人际情绪调节与个体情绪调节对前瞻记忆的影响.心理学报,40(12),1258-1265.
邱莉.(2011).教师课堂情绪调节能力的现状调查研究.教育研究与实验,(6),35-39.
任俊,朱琼嫦.(2015).内隐情绪调节:一种有效的自我保护.心理科学进展,23(12),2054-2063.
汪海彬,卢家楣,姚本先,桑青松,陈宁,唐晓晨.(2015).职前教师情绪复杂性对情绪面孔加工的影响--来自行为、ERP和眼动的证据.心理学报,47(1),50-65.
王艳梅,毛锐杰.(2016).认知重评策略对注意分配的影响.心理学探新,36(5),409-412,doi:10.3969/j.issn.1003-5184.2016.05.005.
吴莹莹,连榕.(2014).情绪能力:探讨教师情绪的新视角.心理科学,37(5),1197-1203.
尹弘飚.(2017).教育实证研究的一般路径:以教师情绪劳动研究为例.华东师范大学学报(教育科学版),35(3),47-169.
Beck,A.T.(2008).The evolution of the cognitive model of depression and its neurobiological correlates.The American Journal of Psychiatry,165(8),969-977,doi:10.1176/appi.ajp.2008.08050721.
Brackett,M.A.,Palomera,R.,Mojsa-Kaja,J.,Reyes,M.R.,&Salovey,P.(2010).Emotion-regulation ability,burnout,and job satisfaction among British secondary-school teachers.Psychology in the Schools,47(4),406-417.
Delle-Vigne,D.,Wang,W.,Kornreich,C.,Verbanck,P.,&Campanella,S.(2014).Emotional facial expression processing in depression:Data from behavioral and event-related potential studies.Neurophysiologie Clinique/Clinical Neurophysiology,44(2),169-187,doi:10.1016/j.neucli.2014.03.003.
Fox,E.,Russo,R.,&Dutton,K.(2002).Attentional bias for threat:Evidence for delayed disengagement from emotional faces.Cognition&Emotion,16(3),355-379.
Gross,J.J.(1998).The emerging field of emotion regulation:An integrative review.Review of General Psychology,2(3),271-299,doi:10.1037/1089-2680.2.3.271.
Gross,J.J.(2002).Emotion regulation:Affective,cognitive,and social consequences.Psychophysiology,39(3),281-291,doi:10.1017/S0048577201393198.
Gross,J.J.(2015).Emotion regulation:Current status and future prospects.Psychological Inquiry,26(1),1-26,doi:10.1080/1047840X.2014.940781.
Gyurak,A.,Gross,J.J.,&Etkin,A.(2011).Explicit and implicit emotion regulation:A dual-process framework.Cognition&Emotion,25(3),400-412.
Jiang,J.W.,Vauras,M.,Volet,S.,&Wang,Y.L.(2016).Teachers'emotions and emotion regulation strategies:Self-and students'perceptions.Teaching and Teacher Education,54,22-31,doi:10.1016/j.tate.2015.11.008.
Koole,S.L.(2009).The psychology of emotion regulation:An integrative review.Cognition&Emotion,23(1),4-41.
Koole,S.L.,&Jostmann,N.B.(2004).Getting a grip on your feelings:Effects of action orientation and external demands on intuitive affect regulation.Journal of Personality and Social Psychology,87(6),974-990,doi:10.1037/0022-3514.87.6.974.
Koole,S.L.,&Rothermund,K.(2011)."I feel better but I don't know why":The psychology of implicit emotion regulation.Cognition&Emotion,25(3),389-399.
Koole,S.L.,&Veenstra,L.(2015).Does emotion regulation occur only inside people's heads?:Toward a situated cognition analysis of emotion-regulatory dynamics.Psychological Inquiry,26(1),61-68,doi:10.1080/1047840X.2015.964657.
Luo,W.B.,Feng,W.F.,He,W.Q.,Wang,N.Y.,&Luo,Y.J.(2010).Three stages of facial expression processing:ERP study with rapid serial visual presentation.NeuroImage,49(2),1857-1867,doi:10.1016/j.neuroimage.2009.09.018.
Mansell,W.,Clark,D.M.,Ehlers,A.,&Chen,Y.P.(1999).Social anxiety and attention away from emotional faces.Cognition&Emotion,13(6),673-690.
Righart,R.,&de Gelder,B.(2008a).Rapid influence of emotional scenes on encoding of facial expressions:An ERP study.Social Cognitive and Affective Neuroscience,3(3),270-278,doi:10.1093/scan/nsn021.
Righart,R.,&de Gelder,B.(2008b).Recognition of facial expressions is influenced by emotional scene gist.Cognitive,Affective,&Behavioral Neuroscience,8(3),264-272.
Rimé,B.(2007).The social sharing of emotion as an interface between individual and collective processes in the construction of emotional climates.Journal of Social Issues,63(2),307-322,doi:10.1111/josi.2007.63.issue-2.
Saha,L.,&Dworkin,A.G.(2009).International handbook of research on teachers and teaching.US:Springer.
Schupp,H.T.,Schm?lzle,R.,&Flaisch,T.(2014).Explicit semantic stimulus categorization interferes with implicit emotion processing.Social Cognitive and Affective Neuroscience,9(11),1738-1745,doi:10.1093/scan/nst171.
Shafran,R.,Lee,M.,Cooper,Z.,Palmer,R.L.,&Fairburn,C.G.(2007).Attentional bias in eating disorders.The International Journal of Eating Disorders,40(4),369-380,doi:10.1002/(ISSN)1098-108X.
Sutton,R.E.(2004).Emotional regulation goals and strategies of teachers.Social Psychology of Education,7(4),379-398,doi:10.1007/s11218-004-4229-y.
Sutton,R.E.,Mudrey-Camino,R.,&Knight,C.C.(2009).Teachers'emotion regulation and classroom management.Theory into Practice,48(2),130-137,doi:10.1080/00405840902776418.
Tamir,M.,&Robinson,M.D.(2007).The happy spotlight:Positive mood and selective attention to rewarding information.Personality&Social Psychology Bulletin,33(8),1124-1136.
Tsouloupas,C.N.,Carson,R.L.,Matthews,R.,Grawitch,M.J.,&Barber,L.K.(2010).Exploring the association between teachers’perceived student misbehaviour and emotional exhaustion:The importance of teacher efficacy beliefs and emotion regulation.Educational Psychology,30(2),173-189,doi:10.1080/01443410903494460.
Wang,Y.,&Li,X.B.(2017).Temporal course of implicit emotion regulation during a Priming-Identify task:An ERP study.Scientific Reports,7,41941,doi:10.1038/srep41941.
Yang,Q.W.,Tang,P.,Gu,R.L.,Luo,W.B.,&Luo,Y.J.(2015).Implicit emotion regulation affects outcome evaluation.Social Cognitive and Affective Neuroscience,10(6),824-831,doi:10.1093/scan/nsu124.
Yin,H.B.(2015).The effect of teachers’emotional labour on teaching satisfaction:Moderation of emotional intelligence.Teachers and Teaching,21(7),789-810,doi:10.1080/13540602.2014.995482.
Yin,H.B.(2016).Knife-like mouth and tofu-like heart:Emotion regulation by Chinese teachers in classroom teaching.Social Psychology of Education,19(1),1-22,doi:10.1007/s11218-015-9319-5.
Zhang,J.,Feng,C.X.,&Mai,X.Q.(2016).Automatic emotion regulation in response inhibition:The temporal dynamics of emotion counterregulation during a go/no-go task.Psychophysiology,53(12),1909-1917,doi:10.1111/psyp.2016.53.issue-12.