Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (4): 462-468.doi: 10.16187/j.cnki.issn1001-4918.2020.04.09

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Attentional Bias in Different Level of Pre-service Teachers' Emotional Awareness

WANG Haibin1, ZHANG Pengcheng2, LU Jiamei3, QU Qiong1, ZHANG Yan1   

  1. 1. School of Educational Science, Huangshan University, Huangshan 245041;
    2. School of Educational Science, Nantong University, Nantong 226019;
    3. College of Education, Shanghai Normal University, Shanghai 200234
  • Published:2020-07-21

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Abstract: 315 pre-service teachers were surveyed by the Chinese version of Leaves of Emotional Awareness Scale(LEAS)to filter out the high and low emotional awareness group, the subjects of two groups were both 60,and then ask them to make the appropriate judgment of emotional faces Stroop paradigm (Study 1) and emotional words Stroop paradigm (Study 2). The results as follow: (1) the results of study 1 showed that the accuracy rate of the neutral faces was the highest, followed by the happy faces and sad faces; the response time of the sad faces were the longest, followed by the happy faces and neutral faces; the interference effect of sad faces was higher than that of the happy faces; (2) the results of study 2 showed that the response time of the negative words were the longest, and the response time of high score group was significantly longer than low score group in response only to the positive and neutral words, and their interference effects of positive words was higher. It showed that compared with the neutral stimuli, the all participants paid attention to emotional stimuli, especially the negative emotional stimuli. Compared with low emotional awareness group, high emotional awareness group not only paid attention to negative emotional stimuli, but also paid attention to positive emotional information.

Key words: pre-service teacher, emotional awareness, attentional bias

CLC Number: 

  • G442
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