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emotional display rule
相关语句
  情绪表达规则
     Cognitive Characteristics of Emotional Display Rule Among Children with Learning Disabilities
     学习不良儿童对情绪表达规则的认知特点
短句来源
  相似匹配句对
     Display
     显示
短句来源
     The Review of Researches on Children's Emotional Display Rules
     儿童情绪表达规则的研究综述
短句来源
     Children's Cognitive Development of Emotional Display Rules
     儿童对情绪表达规则的认知发展
短句来源
     Children's Understanding of Emotional Display Rules and Use of Strategies
     儿童对情绪表达规则的理解与策略的使用
短句来源
     On Emotional Intelligence
     情绪智力辨析
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Childrens cognitive construction of emotional display rules(EDRs) was an important task during their socialization and the development of emotion. This review synthesized many researches involving in the concept and cognitive development theory and measurement of EDRs, and reflecting the relation between EDRs cognitive development and other factors. The results mainly demonstrated three relationships. First, childrens cognitive development of EDRs was most strongly related to age and gender. Second, positive...

Childrens cognitive construction of emotional display rules(EDRs) was an important task during their socialization and the development of emotion. This review synthesized many researches involving in the concept and cognitive development theory and measurement of EDRs, and reflecting the relation between EDRs cognitive development and other factors. The results mainly demonstrated three relationships. First, childrens cognitive development of EDRs was most strongly related to age and gender. Second, positive family emotion environment was related to childrens more knowledge and use of EDRs and lower negative affect. Third, childrens knowledge and use of EDRs was positively associated with their social competence.

情绪表达规则知识的建构是儿童社会化和情绪健康发展过程中的一项重要任务,该文考察了情绪表达规则的概念及个体对其认知发展的相关理论和测量。同时,对情绪表达规则的认知发展从3个方面进行了探讨:儿童对情绪表达规则认知发展的关键阶段是小学,并且具有显著的年龄差异和性别差异;家庭情绪环境分别从不同方面对儿童情绪表达规则的认知发展水平有显著影响;儿童对情绪表达规则的认知发展水平与其社会能力有显著的正相关。

Objective: To examine the grade and gender characteristics of children's cognitive development of emotional display rules (EDRs), and the relationship between them and anxiety. Methods: structure interview and a control proce- dure of emotion decision figure were used to measure children's cognitive development of EDRs, and Spence anxiety scale was applied to investigate the participates' anxiety. Results: ①Analysis showed significant differences (P<0.001) between 1st and 3rd grade, 1st and 5th grade,...

Objective: To examine the grade and gender characteristics of children's cognitive development of emotional display rules (EDRs), and the relationship between them and anxiety. Methods: structure interview and a control proce- dure of emotion decision figure were used to measure children's cognitive development of EDRs, and Spence anxiety scale was applied to investigate the participates' anxiety. Results: ①Analysis showed significant differences (P<0.001) between 1st and 3rd grade, 1st and 5th grade, in all variables of EDRs cognition. Children of 3rd grade reported more self- protect goal(P<0.05) and less social- oriented goal(P<0.01) than those of 5th grade. No gender difference was found. ②The scores of emotion regulation goals(P<0.01) and social- oriented goal(P<0.05) were both negatively related to social anxiety. Con- clusion: The higher the grade of children was, the better their cognitive development of EDRs, however, only specific goal types differences were found between 3rd and 5th grade. Children's lower score of social- oriented goal was related to the higher score of social anxiety.

目的:探讨儿童情绪表达规则认知发展的年级和性别特征,及其与焦虑的关系。方法:采用结构访谈法,配以情绪图片程序,考察90名(一年级29名,三年级30名,五年级31名)普通小学被试的情绪表达规则认知水平,用Spence儿童焦虑量表测查了被试的焦虑水平。结果:①一三年级、一五年级之间情绪表达规则认知各变量得分均达到显著差异(P<0.001),三年级自我保护目标得分显著高于五年级(P<0.05),社会定向目标显著低于五年级(P<0.001),没有发现显著性别差异;②情绪调节目标(P<0.01)和社会定向目标类型(P<0.05)均与社交焦虑显著负相关。结论:儿童年级越高,情绪表达规则认知发展水平越高,但三五年级之间只在具体目标类型上有差异,儿童较低的社会定向目标类型与较高的社交焦虑水平相关。

To investigate their understanding of emotional display rules and use of emotion expression strategies, 90 primary school students in an ordinary primary school were studied through structure interviews.The results showed that there was significantly rapid development from the 1st grade to was 3rd grade in understanding the distinction between real and apparent emotions;and there was no difference from the 3rd to the 5th grades;gender and situation interaction effects were significant.In addition,children's...

To investigate their understanding of emotional display rules and use of emotion expression strategies, 90 primary school students in an ordinary primary school were studied through structure interviews.The results showed that there was significantly rapid development from the 1st grade to was 3rd grade in understanding the distinction between real and apparent emotions;and there was no difference from the 3rd to the 5th grades;gender and situation interaction effects were significant.In addition,children's use of strategies demonstrated patterns similar to the understanding of display rules;among all participants,neutralization was used by most children;second to it was masking.As to the use of masking strategy,the results showed significant gender and situation interaction effects.

从一所普通小学一三五年级学生中选取90名被试,结构访谈法考察儿童对情绪表达规则的理解与表达策略的使用。结果表明,儿童对情绪表达规则的理解在一到三年级阶段获得快速发展,三到五年级变化很小,而且在积极和消极情境下发展趋势比较一致,但性别和情境交互作用显著。不同年级儿童对策略的使用表现出类似对情绪表达规则理解的变化趋势,全部被试中,平静化策略使用最多,掩饰策略次之,在掩饰策略的使用上,性别和情境交互作用显著。

 
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