University of California, Irvine.
Child Dev. 2013 Jan-Feb;84(1):361-74. doi: 10.1111/j.1467-8624.2012.01836.x. Epub 2012 Aug 20.
The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six- to 13-year-olds (N = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group received no regulation instructions. Children viewed an educational film, and memory for this was later assessed. As predicted, reappraisal strategies more effectively attenuated children's self-reported emotional processing. Reappraisal enhanced memory for educational details relative to no instructions. Rumination did not lead to differences in memory from the other instructions. Memory benefits of effective instructions were pronounced for children with poorer emotion regulation skill, suggesting the utility of reappraisal in learning contexts.
情绪调节与学业成绩之间的关系已有充分的文献记载。而对于促进学习的具体情绪调节策略则知之甚少。本研究招募了 126 名 6 至 13 岁的儿童，让他们观看一段悲伤的电影，并指导他们重新评估事件的重要性、重新评估结果或者对悲伤事件进行沉思；另一组则不接受任何情绪调节指导。之后，让孩子们观看一段教育影片，并在之后评估他们对该影片的记忆。正如预测的那样，与其他指导相比，重新评估策略更有效地减轻了儿童的自我报告的情绪处理。与没有指导相比，重新评估增强了对教育细节的记忆。而沉思并没有导致记忆与其他指导之间的差异。对于情绪调节能力较差的儿童，有效的指导记忆益处更为显著，这表明在学习环境中重新评估具有实用性。
