青少年情感风格与攻击行为
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摘要
情绪系统是个体重要的心理系统,对其它的心理活动具有组织功能,对个体行为具有动机作用,对个体生存与社会适应具有重要意义。情绪反应、情绪调节等情感风格的不同会使个体的适应方式发生变化.情绪反应和情绪调节系统的偏离或缺失,会造成个体适应困难。攻击行为尤其是身体攻击或暴力是一种对于其他个体带来身体和心理伤害的行为,是一种不适应的社会行为。攻击行为的发生原因是多方面的,既有外在的环境原因,又有内在的生物和心理原因。就个体自身原因而言,有认知的、人格的原因,也有情绪的原因。但对情绪反应、情绪调节等情绪加工系统对于攻击行为发生的影响和在攻击行为发生中的作用,目前还缺乏实证研究的支持。本研究以情绪系统对于个体适应的功能理论、情绪及情绪调节个体差异的情感风格理论为基础,结合已有研究现状,运用心理测量的方法、情绪生理学的方法和神经科学的方法,以初中学生为研究对象,系统探讨了青少年情绪反应、情绪调节等情感风格差异对青少年攻击行为的影响,探讨了高身体攻击行为青少年情感风格的特点。
(1) 问卷测量研究表明:高身体攻击的工读学生愤怒感、发泄水平高于正常学生,而恐惧感、悲伤感、情绪调节水平显著低于正常学生;被同伴提名为身体攻击学生的发泄水平显著高于正常学生。高身体攻击的工读学生状态怒、特质怒、愤怒表达显著高于正常学生,愤怒控制显著低于正常学生;被同伴提名为身体攻击学生的状态怒、特质怒、愤怒表达显著高于正常学生;被同伴提名为关系攻击学生的愤怒表达显著高于正常学生。即具有攻击行为的学生,尤其是具有严重身体攻击行为或具有暴力倾向的学生,他们的恐惧感、悲伤感低,情绪调节能力差,愤怒感强,发泄水平高。高愤怒,低恐惧、低悲伤,情绪调节能力差,发泄水平高是高身体攻击行为或具有暴力倾向青少年的基本情绪特征即情感风格。因此,具有高愤怒,低恐惧、低悲伤,情绪调节能力差,发泄水平高情绪特征的青少年就具有高身体攻击和暴力的危险性、易发性。
(2) 情绪生理学的研究表明:在生理唤醒的基线水平上,高攻击行为学生与正常学生在指温、R-R间期、心率、指脉率方面差异显著,高攻击行为学生的指温、心率、指脉率比正常学生低,而R-R间期比正常学生R-R间期长。厌恶与恐惧情绪诱发材料引起高攻击行为学生与正常学生在皮肤电方面的平均变化差异显著,厌恶与恐惧情绪诱发材料引起正常学生皮电平均变化上升,而引起高攻击行为学生皮电平均变化下降。两组学生皮肤电随时间变化的趋势不同,高攻击行为学生在厌恶与恐惧刺激开始后的15-20秒左右出现峰值,而正常学生在25-30秒左右出现峰
Emotional system is a very important mental processing system for individuals and the organizer of other mental activities. It is a very important motivational factor, and can serve for individual's survival and social adaptations. Different affective style of individuals, including different emotional reactivity and emotion-regulation, can change adaptive means of individual. And faulty and default emotional reactivity and emotion-regulation can lead to poor adaptation. Aggressive behavior, especially physical aggression and violence, is an aberrant form of behavior that can bring about harm to the body and mind of others. The causes of aggressive behavior are very complex, involving social environmental causes, and biological and psychological ones. Regarding individual psychological causes, there are cognitive components, personality and emotion factors. But experimental studies concerning the effects of emotional reactivity and emotion-regulation on aggressive behavior are few, which call for more comprehensive researches. Therefore, through psychological measurements, emotional physiology and neuroscience method, based on the theory of emotional function for individual adaptation, and theory of affective style, the current study aimed at exploring the effects of different affective styles such as emotional reactivity and emotion-regulation on the aggressive behaviors in adolescents and especially at examining characteristics of affective styles of adolescents with severe physical aggressive behaviors.(l)The result of psychological measurements indicated: Feeling of anger, venting level of students (in Gongdu schools) with severe physical aggressive behaviors were higher than normal students, but their feeling of fear and sadness, and emotion-regulation ability were lower than normal students. Venting level of students (in average middle school) with physical aggressive behaviors (by peer nominated) was higher than normal students. State anger, trait anger, and anger expression of students (in Gongdu Schools) with severe physical aggressive behaviors were higher than normal students, but anger control was lower than normal students. State anger, trait anger, and anger expression of students with physical aggressive behaviors (by peer nominated) were higher than normal students. Anger expression of students with relational aggressive behaviors (by peer nominated) was higher than normal
students. In sum, feeling of fear and sadness, and emotion-regulation ability of students with aggressive behaviors, especially with severe physical aggressive behaviors were low, but their anger and venting level were high. Thus, adolescents with high level of anger, high venting level, and low level of fear and sadness, and emotion-regulation ability are at risk for aggression and violence.(2) The result of emotional physiology study indicated: There was significant difference between students (in Gongdu schools) with severe physical aggressive behaviors and normal students on the baseline of physiological activation such as finger temperature, R-R interval, heart rate and finger pulse rate. Finger temperatures, heart rates and finger pulse rates of students (in Gongdu schools) with severe physical aggressive behaviors were lower than those of normal students and their R-R interval was longer than that of normal students. Significant difference of average changes in terms of skin conductance existed between students (in Gongdu schools) with severe physical aggressive behaviors and normal students when they watched film's clips eliciting disgust and fear. Specifically, the skin conductance level of normal students increased and that of students (in Gongdu schools) with severe physical aggressive behaviors decreased. The trends of skin conductance changes of these two groups of students appeared differently in terms of time. The skin conductance level of students (in Gongdu schools) with severe physical aggressive behaviors reached the peak amplitude 15-20 seconds after the film's clips presented and that of normal students reached the
(1) 问卷测量研究表明:高身体攻击的工读学生愤怒感、发泄水平高于正常学生,而恐惧感、悲伤感、情绪调节水平显著低于正常学生;被同伴提名为身体攻击学生的发泄水平显著高于正常学生。高身体攻击的工读学生状态怒、特质怒、愤怒表达显著高于正常学生,愤怒控制显著低于正常学生;被同伴提名为身体攻击学生的状态怒、特质怒、愤怒表达显著高于正常学生;被同伴提名为关系攻击学生的愤怒表达显著高于正常学生。即具有攻击行为的学生,尤其是具有严重身体攻击行为或具有暴力倾向的学生,他们的恐惧感、悲伤感低,情绪调节能力差,愤怒感强,发泄水平高。高愤怒,低恐惧、低悲伤,情绪调节能力差,发泄水平高是高身体攻击行为或具有暴力倾向青少年的基本情绪特征即情感风格。因此,具有高愤怒,低恐惧、低悲伤,情绪调节能力差,发泄水平高情绪特征的青少年就具有高身体攻击和暴力的危险性、易发性。
(2) 情绪生理学的研究表明:在生理唤醒的基线水平上,高攻击行为学生与正常学生在指温、R-R间期、心率、指脉率方面差异显著,高攻击行为学生的指温、心率、指脉率比正常学生低,而R-R间期比正常学生R-R间期长。厌恶与恐惧情绪诱发材料引起高攻击行为学生与正常学生在皮肤电方面的平均变化差异显著,厌恶与恐惧情绪诱发材料引起正常学生皮电平均变化上升,而引起高攻击行为学生皮电平均变化下降。两组学生皮肤电随时间变化的趋势不同,高攻击行为学生在厌恶与恐惧刺激开始后的15-20秒左右出现峰值,而正常学生在25-30秒左右出现峰
Emotional system is a very important mental processing system for individuals and the organizer of other mental activities. It is a very important motivational factor, and can serve for individual's survival and social adaptations. Different affective style of individuals, including different emotional reactivity and emotion-regulation, can change adaptive means of individual. And faulty and default emotional reactivity and emotion-regulation can lead to poor adaptation. Aggressive behavior, especially physical aggression and violence, is an aberrant form of behavior that can bring about harm to the body and mind of others. The causes of aggressive behavior are very complex, involving social environmental causes, and biological and psychological ones. Regarding individual psychological causes, there are cognitive components, personality and emotion factors. But experimental studies concerning the effects of emotional reactivity and emotion-regulation on aggressive behavior are few, which call for more comprehensive researches. Therefore, through psychological measurements, emotional physiology and neuroscience method, based on the theory of emotional function for individual adaptation, and theory of affective style, the current study aimed at exploring the effects of different affective styles such as emotional reactivity and emotion-regulation on the aggressive behaviors in adolescents and especially at examining characteristics of affective styles of adolescents with severe physical aggressive behaviors.(l)The result of psychological measurements indicated: Feeling of anger, venting level of students (in Gongdu schools) with severe physical aggressive behaviors were higher than normal students, but their feeling of fear and sadness, and emotion-regulation ability were lower than normal students. Venting level of students (in average middle school) with physical aggressive behaviors (by peer nominated) was higher than normal students. State anger, trait anger, and anger expression of students (in Gongdu Schools) with severe physical aggressive behaviors were higher than normal students, but anger control was lower than normal students. State anger, trait anger, and anger expression of students with physical aggressive behaviors (by peer nominated) were higher than normal students. Anger expression of students with relational aggressive behaviors (by peer nominated) was higher than normal
students. In sum, feeling of fear and sadness, and emotion-regulation ability of students with aggressive behaviors, especially with severe physical aggressive behaviors were low, but their anger and venting level were high. Thus, adolescents with high level of anger, high venting level, and low level of fear and sadness, and emotion-regulation ability are at risk for aggression and violence.(2) The result of emotional physiology study indicated: There was significant difference between students (in Gongdu schools) with severe physical aggressive behaviors and normal students on the baseline of physiological activation such as finger temperature, R-R interval, heart rate and finger pulse rate. Finger temperatures, heart rates and finger pulse rates of students (in Gongdu schools) with severe physical aggressive behaviors were lower than those of normal students and their R-R interval was longer than that of normal students. Significant difference of average changes in terms of skin conductance existed between students (in Gongdu schools) with severe physical aggressive behaviors and normal students when they watched film's clips eliciting disgust and fear. Specifically, the skin conductance level of normal students increased and that of students (in Gongdu schools) with severe physical aggressive behaviors decreased. The trends of skin conductance changes of these two groups of students appeared differently in terms of time. The skin conductance level of students (in Gongdu schools) with severe physical aggressive behaviors reached the peak amplitude 15-20 seconds after the film's clips presented and that of normal students reached the
引文
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