学习障碍儿童情绪理解与同伴接受性*及社会行为的关系  

A Relational Study on Emotion Understanding,Peer Acceptance,and Social Behaviors in Children with Learning Disabilities

作　　者：佟月华[1] 宋尚桂[1] 

机构地区：[1]济南大学教育与心理科学学院,济南250022

出　　处：《心理学探新》2010年第2期91-95,共5页Psychological Exploration

基　　金：山东省社会科学规划研究项目(08CJYJ04);山东教育厅人文社会科学研究计划项目(J08WG01)

摘　　要：该研究以90名学习障碍儿童为研究对象,探讨学习障碍儿童情绪理解与同伴接受性和社会行为的关系,比较情绪理解不同成分对同伴接受性和社会行为的影响作用。研究发现情绪理解不同成分对学习障碍儿童同伴接受性和社会行为具有不同程度的影响,具体表现为:1)基本情绪识别和自我意识情绪识别是学习障碍儿童同伴接受性的最佳预测变量;2)自我意识情绪识别和表情识别是学习障碍儿童问题行为的最佳预测变量;3)自我意识情绪识别、情绪内部原因理解、情绪隐藏理解、情绪改变理解和情绪外部原因理解是学习障碍儿童社会能力的最佳预测变量。The study was to investigate the relations between emotion understanding, peer acceptance, and social behaviors in 90 children with learning disabilities （LD）. Results indicated that different components in emotion understanding had different predictive powe rs for peer acceptance and social behavior. Recognition of basic emotion situation and self - conscious emotion situation in children with LD were the best predictors for peer acceptance. Recognition of self - conscious emotion situation and facial expressions in children with LD were the best predictors for problem behaviors. Recognition of facial expressions and self - conscious emotion, the understanding in internal and external causes of emotion, hidden emotion, and emotion change in children with LD were predictors for social behaviors.

关 键 词：学习障碍 情绪理解 同伴接受性 社会行为 

分 类 号：B848[哲学宗教—心理学]