教师生气情绪下EASI模型关键因素对幼儿错误行为的影响  

The Effect of EASI Model Key Factors on Preschool Children’s Misbehavior in the Context of Teachers’Angry Emotions

作　　者：艾思琪 占芳 段紫莹 钱国英 AI Siqi;ZHAN Fang;DUAN Ziying;QIAN Guoying(College of Preschool Education,Capital Normal University,Beijing 100048)

机构地区：[1]首都师范大学学前教育学院,北京100048

出　　处：《心理与行为研究》2025年第1期107-114,共8页Studies of Psychology and Behavior

基　　金：北京市社科基金项目(22JYB008)。

摘　　要：采用实验法,结合情绪即社会信息(EASI)模型,考察认知闭合需求、客观时间压力和教师情绪表达适宜性对幼儿在教师生气情绪表达下错误行为的影响。结果发现认知闭合需求、客观时间压力和教师情绪表达适宜性对幼儿错误行为主效应显著,错误行为频率受客观时间压力和教师情绪表达适宜性交互作用的影响。结果表明,客观时间压力低时,教师情绪表达适宜下的幼儿错误行为频率显著低于情绪表达不适宜;客观时间压力高时,教师情绪表达适宜和不适宜下的幼儿错误行为频率差异不显著。认知闭合需求、客观时间压力、教师情绪表达适宜性均是影响幼儿反馈类型为接受型、拒绝后接受型的独立预测因素。By using an experimental design and drawing on the EASI(emotion as social information)model,this study examined how the need for cognitive closure,objective time pressure,and appropriateness of teachers’emotional expressions influence preschool children’s misbehavior in response to teachers’expressions of angry emotions.The results showed that the main effects of need for cognitive closure,objective time pressure and appropriateness of teachers’emotional expression on preschool children’s misbehavior were significant.Furthermore,the frequency of misbehavior was affected by the interaction of objective time pressure and appropriateness of teachers’emotional expression.The results revealed that when objective time pressure was low,preschool children exhibited fewer misbehaviors in response to appropriate versus inappropriate teacher emotional expression;when objective time pressure was high,the difference of misbehavior frequency between appropriate and inappropriate expression conditions was not significant.Need for cognitive closure,objective time pressure,and appropriateness of teachers’emotional expression each served as independent predictors of children’s feedback types as acceptance and acceptance after rejection.

关 键 词：情绪即社会信息(EASI) 模型 幼儿错误行为 认知闭合需求 客观时间压力 情绪表达 

分 类 号：B849[哲学宗教—应用心理学]