[1]周碧薇.情绪调节策略对中性教育材料记忆的影响 —基于大学生负性情绪的视角[J].苏州教育学院学报,2015,(04):92-96.
 ZHOU Bi-wei.The Effects of Different Emotion Regulation Strategies on Educational Material Memory: Based on the Perspective of College Students in a Negative Emotional State[J].,2015,(04):92-96.
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情绪调节策略对中性教育材料记忆的影响 —基于大学生负性情绪的视角()
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《苏州教育学院学报》[ISSN:1008-7931/CN:32-1556/G4]

卷:
期数:
2015年04期
页码:
92-96
栏目:
媒介与大众文化
出版日期:
2015-08-25

文章信息/Info

Title:
The Effects of Different Emotion Regulation Strategies on Educational Material Memory: Based on the Perspective of College Students in a Negative Emotional State
文章编号:
1008-7931(2015)04-0092-04
作者:
周碧薇
蚌埠医学院 临床医学二系
Author(s):
ZHOU Bi-wei
Department of Clinical Medicine Ⅱ, Bengbu Medical College
关键词:
大学生负性情绪情绪调节策略中性教育材料记忆
Keywords:
college studentsnegative emotionstrategies of emotion regulationeducational materialsmemory
分类号:
DF31
文献标志码:
A
摘要:
为了考察在负性情绪状态下大学生使用不同情绪调节策略对中性教育材料记忆效果的影响,采用4(情绪调节策略:情绪问题解决、认知重评、表达抑制、无调节)×2(性别:男性、女性)的被试间实验设计对59名大学生进行研究。结果表明,在负性情绪状态下,大学生的认知重评策略记忆效果最好,显著高于其他三种策略;大学生的情绪问题解决策略并非是促进中性教育材料记忆的有效手段。
Abstract:
In order to explore the effects of different strategies of emotion regulation on college students’ memory for educational materials in the negative emotional state, the study selected 59 college students and used 4 (emotion regulation strategy: emotion engagement, cognitive reappraisal, expression suppression, and no emotion regulation)*2 (gender: male, female) among subjects in the experimental design. The results showed that the effects of cognitive reappraisal strategy on college students’ memory was better than the others, and the difference between them was remarkable in a negative emotional state, while strategy of emotion engagement was not useful for college students’ educational material memory.

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备注/Memo

备注/Memo:
收稿日期: 2015-04-13 作者简介: 周碧薇(1985—),女,安徽蚌埠人,助教,硕士,研究方向:发展与教育心理学。
更新日期/Last Update: 2015-10-26