Mu Xiu, Wang Qichen, Wu Nan, Liu Shixiang
Department of Psychology, Teachers' College of Beijing Union University, Beijing, China.
Faculty of Health and Wellness, City University of Macau, Macau, China.
Sci Rep. 2025 May 21;15(1):17613. doi: 10.1038/s41598-025-00802-z.
The aim of this study was to explore the use of interpersonal emotion regulation (IER, other-focused emotion regulation through social means) strategies among high school students in relation to empathy. At the core of empathy is a cognitive process of understanding another's thoughts and emotions (cognitive empathy) and an emotional component of sharing another's emotional experience (affective empathy). In Study 1, the Emotion Regulation of Others and Self questionnaire was used to investigate the current status of IER strategies most common among 414 high school students from Beijing and Jinan, China. In Study 2, a co-operative scenario was created to identify the IER strategies employed by a cohort of 128 students selected from Study 1 with varying levels of empathy in response to different levels of interpersonal intimacy. The results indicate that students with high levels of cognitive empathy and low levels of affective empathy were more likely to use affect-improving strategies, whereas those with low levels of cognitive empathy and high levels of affective empathy were more inclined to use affect-worsening strategies. Overall, the choice of IER strategies is influenced by interpersonal motivation to regulate emotions.
本研究旨在探讨高中生人际情绪调节（IER，通过社会手段进行的他人导向情绪调节）策略与同理心之间的关系。同理心的核心是理解他人思想和情绪的认知过程（认知同理心）以及分享他人情感体验的情感成分（情感同理心）。在研究1中，使用他人与自我情绪调节问卷调查了来自中国北京和济南的414名高中生中最常见的IER策略的现状。在研究2中，创建了一个合作场景，以确定从研究1中选出的128名具有不同同理心水平的学生在面对不同人际亲密度水平时所采用的IER策略。结果表明，认知同理心水平高而情感同理心水平低的学生更有可能使用改善情绪的策略，而认知同理心水平低而情感同理心水平高的学生则更倾向于使用恶化情绪的策略。总体而言，IER策略的选择受调节情绪的人际动机影响。
