父母-子女负面情绪互惠和孩子的学校成功:一种情绪-注意力过程模型
Anat Moed1, Elizabeth T Gershoff1, Nancy Eisenberg2
1Human Development and Family Sciences, University of Texas at Austin, Austin, Texas 78712.
Social development (Oxford, England)
|November 27, 2023
概括
亲子互动中的负面情绪互惠预测孩子的注意力和抑制性控制较低,影响学校的成功. 这突显了情绪调节在学业成绩中的作用.
科学领域:
- 心理学 心理学 心理学
- 发展心理学 发展心理学
- 家庭研究 家庭研究
背景情况:
- 亲子关系的情感影响孩子的学业成绩.
- 关联情绪表达与学校成功的机制需要澄清.
- 专注于负面情绪互惠作为关键的交互模式.
研究的目的:
- 调查儿童负面情绪和注意力集中的顺序调解.
- 检查亲子负面情绪互惠和孩子的学校成绩 (GPA,抑制控制) 之间的联系.
- 测试一种情绪-注意力过程模型.
主要方法:
- 结构方程建模,使用138个父子双.
- 在两个时间点 (T1和T2) 进行纵向数据收集.
- 测量了亲子负面情绪互惠,孩子的负面情绪,注意力集中,GPA和抑制控制.
主要成果:
- 亲子负面情绪互惠预测了孩子的负面情绪.
- 孩子们的负面情绪预测了注意力集中度低.
- 低注意力集中与低抑制控制有关,这表明情绪-注意力通路.
- 与儿童的GPA发现了一个不那么有说服力的,但总体的关联.
结论:
- 研究结果支持一种负面互惠的情感-注意力过程模型.
- 负反二中情绪调节的困难可能会损害与学校有关的技能.
- 针对负面情绪互动的干预措施可以提高儿童的学术表现.
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