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  

The Effects of Different Emotion Regulation Strategies on Educational Material Memory: Based on the Perspective of College Students in a Negative Emotional State

作　　者：周碧薇[1] 

机构地区：[1]蚌埠医学院临床医学二系,安徽蚌埠233030

出　　处：《苏州教育学院学报》2015年第4期92-96,共5页Journal of Suzhou College of Education

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。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.

关 键 词：大学生 负性情绪 情绪调节策略 中性教育材料 记忆 

分 类 号：G441[哲学宗教—心理学]