Hernández Maciel M, Eisenberg Nancy, Valiente Carlos, Spinrad Tracy L, VanSchyndel Sarah K, Diaz Anjolii, Silva Kassondra M, Berger Rebecca H, Southworth Jody
Arizona State University.
Ball State University.
Soc Dev. 2017 Feb;26(1):21-39. doi: 10.1111/sode.12179. Epub 2016 Feb 16.
This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners ( = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher-student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher-student closeness and positively predicted teacher-student conflict. Implications for promoting social relationships in school are discussed.
本研究评估了积极情绪和愤怒情绪的发生频率（观察到某种情绪的实例比例）及强度（观察到某种情绪时的强度）是否能独特地预测幼儿园儿童（n = 301）之间的社会关系。秋季学期在学校自然观察情绪，多个报告者（同伴和教师）在春季学期提供与儿童关系质量的信息。在结构方程模型中，积极情绪频率而非积极情绪强度与同伴接纳呈正相关，与同伴排斥呈负相关。相比之下，愤怒情绪的发生频率对师生冲突有独特的正向预测作用，对同伴接纳有负向预测作用。此外，愤怒强度对师生亲密度有负向预测作用，对师生冲突有正向预测作用。文中讨论了对促进学校社会关系的启示。
