设计干预措施以支情绪意识,信念和行动倾向
1National Institute of Education, Nanyang Technological University, Singapore.
PloS one
|November 3, 2025
概括
这项研究表明,情感对比的案例和表现性写作干预改善了初中学生的情感意识和减少了回避行为. 学生更好地识别了情绪,但需要更多的支持来接受不愉快的感觉,以加强学习.
科学领域:
- 教育心理学教育心理学
- 情绪智能是一种情绪智能.
- 青少年发展 青少年发展
背景情况:
- 情绪意识对于学业成功至关重要.
- 青少年经常在情绪调节和理解方面扎.
- 现有的干预措施可能无法完全解决学习中的情感接受.
研究的目的:
- 评估一种新的干预措施,以提高初中学生的情感意识.
- 评估学生与情绪相关的信念和行动倾向的变化.
- 在教育背景下确定干预的有效性和局限性.
主要方法:
- 实施了一项新的干预措施,涉及情感对比的案例和表现性的写作.
- 参与者包括71名初中生.
- 干预前后的评估测量了情绪意识,信念和行动倾向.
主要成果:
- 学生在识别和表达情绪方面表现出显著的改善.
- 在学习中,人们对正面和负面情绪有了更加细致的理解.
- 对不愉快情绪的回避行为减少,评估变得更加平衡.
结论:
- 这项干预有效地提高了学生的情绪意识,并减少了学生的情绪回避.
- 需要进一步的支持来改善学生对不愉快情绪的接受.
- 通过有针对性的干预,情绪可以更好地被用作学习工具.
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