Psychological Development and Education ›› 2010, Vol. 26 ›› Issue (4): 390-394.

Previous Articles     Next Articles

An Experimental Study on Enhancing Pupil’s Difficulties in Emotion Regulation in Chinese Teaching

SHAO Jing-jin1, ZHANG Da-jun2, WANG Jin-liang2, JI Qiao-ling1   

  1. 1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
    2. Center for Students'Mental Health, Southwest University, Chongqing 400715
  • Online:2010-07-15 Published:2010-07-15

PDF (PC)

Abstract: Using a pre-test and post-test experimental design,the purpose of this study was to explore the feasibility and validity of enhancing pupil's difficulties in emotional regulation through Chinese teaching,with a sample of 42 students at grade four in a primary school.The results had shown that the students' difficulties in emotion regulation and their mental quality can be improved efficiently in a certain extent by using the mode of penetrating in Chinese teaching,especially for students with middle and high level of difficulty in emotion regulation.For the experimental group,the students'score on Chinese had improved,but not to a significant extent.The experimental research had shown that the mode of penetrating in Chinese teaching was effective in cultivating pupils' mental quality.

Key words: pupil, difficulties in emotion regulation, penetrating

CLC Number: 

  • G441
[1] Caspi,A.,Henry,B.,McGee,R.O.,Moffitt T.E,&Silva,P.A.. (1995).Temperamental origins of child and adolescent behavior problems:From age three to age three to age fifteen.Child Development,66,55-68.
[2] Cicchetti,D.Ganiban,J.et al.(1991).Contributions from the Study of High-risk Populations to Understanding the Development of Emotion Regulation.In:Garder,J&Dodge,K.A.eds.The Development of Emotion Regulation and Dysregulation.Cambridge:Cambridge University Press,25-48.
[3] Cole,P.M.,&Kaslow,N.(1988).Interactional and Cognitive Strategies for Affect Regulation:Developmental Perspective on Childhood Depression.In L Alloy(Ed),Cognitive processes in depression.New York:Guilford.310-343.
[4] Eisenberg,N.,Fabes,R.A.,Shepard,S.A.,Murphy,Guthrie,Rick et al.(1997).Contemporaneous and Longitudinal Prediction of Children's Social Functioning from Regulation and Emotionality.Child Development,68,642-664.
[5] Gail,G.,&William,F.A.(2002).Emotionality,Emotion Regulation,and School Performance in Middle School Children. Journal of School Psychology,40(5),395-413.
[6] Gratz,K.L.,&Roemer,L.(2004).Multidimensional Assessment of Emotion Regulation and Dysregulation:Development,Factor Structure,and Initial Validation of the Difficulties in Emotion Regulation Scale.Journal of Psychopathology and Behavioral Assessment,26,41-54.
[7] James,J.G.,Ricardo,F.,&Munoz.(1995).Emotion Regulation and Mental Health.American Psychological Association,D12,151-164.
[8] Lzard,C.E.,&Harris,P.L.(1995).Emotional Development and Developmental Psychopathology.In:D.Cohen,D.J.Cohen(Eds.)Developmental psychopathology;volume I,Theory and Method.New York:Wiley.467-503.
[9] Rubin,K.H.,Coplan,R.J.,Fox,N.A.,&Calkins,S.D. (1995)Emotionality,Emotion Regulation,and Preschoolers'Social Adaptation.Development and Psychopathology,7,49-62.
[10] 陈家麟.(2002).学校心理健康教育——原理与操作.北京:教育科学出版社.
[11] 陈旭,张大均.(2002).心理健康教育的整合模式探析.教育研究,23(1),71-75.
[12] 候瑞鹤,俞国良.(2006).情绪调节理论:心理健康角度的考察.心理科学进展,14(3),375-381.
[13] 黄月霞.(1989).情感教育与发展性辅导.台北:五南图书出版公司.
[14] 刘宣文,梁一波.(2003).理性情绪教育对提高学生心理健康的作用研究.心理发展与教育,1,70-75.
[15] 刘衍玲.(2001).小学生心理素质与学业成绩关系的研究.重庆:西南师范大学硕士学位论文.
[16] 马惠霞,郭宏燕等.(2009).系统心理干预增进初二学生良好学业情绪的实验研究.心理科学,32(4):778-782.
[17] 乔建中,严榜宏等.(1999).中学生情绪素质的调查报告.南京师范大学学报(社会科学版),2,80-85.
[18] 邵景进.(2005).小学语文教学中培养学生情绪调节能力的研究.重庆:西南师范大学硕士学位论文.
[19] 吴丽娟.(2003).理情教育课程设计.上海:世界图书出版公司.
[20] 叶一舵.(2004).学科教学中渗透心理健康教育的若干问题.中国教育学刊,24(3),18-21.
[21] 俞国良,董妍.(2005).学业情绪研究及其对学生发展的意义.教育研究,309(10),39-44.
[22] 周天赐.(1988).情意教学目标的理论及其评论方法.中国测验学会年刊,35,167-180.
[23] 张大均.心理健康教育:十大问亟待解决.中国教育报,2004-06-16.
[24] 张大均,冯正直.(2000).关于学生心理素质研究的几个问题.西南师范大学学报(哲社版),26(5),56-62.
[1] HONG Wei, LIU Rude, ZHEN Rui, JIANG Shuyang, JIN Fangkai. Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety [J]. Psychological Development and Education, 2018, 34(2): 191-199.
[2] LI Liping, WU Xinchun, XIONG Cuiyan, CHENG Yahua, NGUYEN ThiPhuong. Effects of Metalinguistic Awareness and Rapid Automatized Naming on Character Dictation for Pupils [J]. Psychological Development and Education, 2016, 32(6): 698-705.
[3] CHENG Ke, ZHOU Xiao, CHEN Qiu-yan, ZHANG Chen-guang, WU Xin-chun. The Effect of Posttraumatic Stress Disorder on Aggressive Behavior after The Wenchuan Earthquake：The Moderating Effect of Coping Style [J]. Psychological Development and Education, 2013, 29(6): 649-656.
[4] LI Da-wei, ZHANG Xiang-kui, GAI Xiao-song, JIAO Xiao-yan. Impacts of Pre-school Education Length and Maternal Education Level upon the School Adjustment of Grade-1 Pupils in the Rural Area [J]. Psychological Development and Education, 2013, 29(3): 299-304.
[5] WANG Yao, ZHANG Qi. Reading Model Essay Influenced Pupils’ Composition Achievements [J]. Psychological Development and Education, 2012, 28(5): 495-501.
[6] ZHANG Xiao-xian, SANG Biao. The Development of Pupils’ Understanding of Guilt Emotion [J]. Psychological Development and Education, 2012, 28(1): 9-15.
[7] TIAN Lan, ZHANG Da-jun. An Experimental Study on Enhancing Story-writing Quality of Pupils with Writing Difficulties through Planning Strategy Instruction [J]. Psychological Development and Education, 2011, 27(3): 282-288.
[8] ZHOU Shao-xian, WANG Fu-xing, XU Fei-fei, CHEN Jun. Strategies’Utilization Deficiency of Three to Six Grade Students When Solving Multi-Subtraction Problem [J]. Psychological Development and Education, 2010, 26(5): 465-472.
[9] HU Tian-ting, TAO Sha, XU Qin-mei, BI Hong-yan. The Roles of Various Character Decoding Skills in Children’s Reading Acquisition [J]. Psychological Development and Education, 2010, 26(2): 144-152.
[10] MA Lai-xiang, KOU Yu. Effects of Success or Failure on Pupils’ Self-worth in Games [J]. Psychological Development and Education, 2009, 25(4): 37-42.
[11] DAI Bin-rong, YIN Guo-en, YU Guo-liang. Eye Movement Researches into Effect of Stimuli Presenting Mode on Classification of Undergraduates and Pupils [J]. Psychological Development and Education, 2007, 23(4): 63-67.
[12] WANNG Cui-ping, ZHANG Da-jun. Experimental Research on the Effect of Psychological Education to Middle School Students,Academic Self-efficacy in the Teaching of Mathematics [J]. Psychological Development and Education, 2007, 23(3): 62-67.
[13] ZHANG Shu-dong, DONG Qi. The Study of the Subtypes of Developmental Dyscalculia in Pupils from Grade 1 to Grade 4 [J]. Psychological Development and Education, 2007, 23(2): 76-81.
[14] HUANG He-lin, KONG Ke-qin, HU Yu. The Effect Research of Pupil’s Personality Development by GO Games [J]. Psychological Development and Education, 2006, 22(2): 12-17.
[15] XIAO Hao-yu, ZHANG Qing-lin, SHI Hui-ying. Development of Pupil’s Question-asking [J]. Psychological Development and Education, 2006, 22(1): 58-62.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd