The Influence of Emotion Regulation Strategies on Attention Stability of High School Students

摘要

选取某高中93名学生为研究对象，采用双因素被试间设计，通过视频诱发被试情绪，探讨在积极和消极情绪状态下，两种情绪调节策略(认知重评策略、表达抑制策略)对高中生注意稳定性的影响。结果发现：1) 情绪状态会影响高中生的注意稳定性，认知重评组的注意稳定性指数高于表达抑制组，差异显著；2) 积极情绪状态下，认知重评策略组与表达抑制策略组高中生的注意稳定性指数不存在显著差异；3) 消极情绪状态下，认知重评策略组高中生的注意稳定性指数高于表达抑制策略组，差异显著。 In order to explore the effect of two emotion regulation strategies (cognitive reassessment strategy, expression suppression strategy) on the attention stability of high school students under positive and negative emotional states, this study selected 93 students in a high school as the research object, using a Two-factor Experimental Design to induce the emotion of the test subjects through video. The results show that: 1) Emotional state will affect the attention stability of high school students. The attention stability index of cognitive reassessment group is higher than that of ex-pression suppression group, and the difference is significant; 2) In the positive emotional state, there is no significant difference in the attention stability index of high school students in the cog-nitive reassessment strategy group and the expression suppression strategy group; 3) In the nega-tive emotional state, the attention stability index of high school students in the cognitive reas-sessment strategy group is higher than that of the expression suppression strategy group, and the difference is significant.