教师生气情绪下EASI模型关键因素对幼儿错误行为的影响

doi:10.12139/j.1672-0628.2025.01.014

摘要/Abstract

摘要：

采用实验法，结合情绪即社会信息(EASI)模型，考察认知闭合需求、客观时间压力和教师情绪表达适宜性对幼儿在教师生气情绪表达下错误行为的影响。结果发现认知闭合需求、客观时间压力和教师情绪表达适宜性对幼儿错误行为主效应显著，错误行为频率受客观时间压力和教师情绪表达适宜性交互作用的影响。结果表明，客观时间压力低时，教师情绪表达适宜下的幼儿错误行为频率显著低于情绪表达不适宜；客观时间压力高时，教师情绪表达适宜和不适宜下的幼儿错误行为频率差异不显著。认知闭合需求、客观时间压力、教师情绪表达适宜性均是影响幼儿反馈类型为接受型、拒绝后接受型的独立预测因素。

关键词: 情绪即社会信息(EASI)模型, 幼儿错误行为, 认知闭合需求, 客观时间压力, 情绪表达

Abstract:

By using an experimental design and drawing on the EASI (emotion as social information) model, this study examined how the need for cognitive closure, objective time pressure, and appropriateness of teachers’ emotional expressions influence preschool children’s misbehavior in response to teachers’ expressions of angry emotions. The results showed that the main effects of need for cognitive closure, objective time pressure and appropriateness of teachers’ emotional expression on preschool children’s misbehavior were significant. Furthermore, the frequency of misbehavior was affected by the interaction of objective time pressure and appropriateness of teachers’ emotional expression. The results revealed that when objective time pressure was low, preschool children exhibited fewer misbehaviors in response to appropriate versus inappropriate teacher emotional expression; when objective time pressure was high, the difference of misbehavior frequency between appropriate and inappropriate expression conditions was not significant. Need for cognitive closure, objective time pressure, and appropriateness of teachers’ emotional expression each served as independent predictors of children’s feedback types as acceptance and acceptance after rejection.

Key words: emotions as social information (EASI) model, preschool children’s misbehavior, need for cognitive closure, objective time pressure, emotional expression

艾思琪, 占芳, 段紫莹, 钱国英. 教师生气情绪下EASI模型关键因素对幼儿错误行为的影响[J]. 心理与行为研究, 2025, 23(1): 107-114.

Siqi AI, Fang ZHAN, Ziying DUAN, Guoying QIAN. The Effect of EASI Model Key Factors on Preschool Children’s Misbehavior in the Context of Teachers’ Angry Emotions[J]. Studies of Psychology and Behavior, 2025, 23(1): 107-114.

图/表 2

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		错误行为反馈得分		错误行为频率
		低认知闭合需求	高认知闭合需求	低认知闭合需求	高认知闭合需求
高客观时间压力	教师情绪表达适宜	3.25(1.07)	2.65(1.27)	1.85(0.93)	2.10(0.72)
高客观时间压力	教师情绪表达不适宜	2.05(1.23)	1.75(1.21)	2.05(0.89)	2.35(0.67)
低客观时间压力	教师情绪表达适宜	3.60(0.75)	3.40(1.00)	1.05(0.76)	1.50(0.76)
低客观时间压力	教师情绪表达不适宜	2.95(1.15)	2.40(1.31)	1.95(0.89)	2.10(0.79)

		错误行为反馈得分		错误行为频率
		低认知闭合需求	高认知闭合需求	低认知闭合需求	高认知闭合需求
高客观时间压力	教师情绪表达适宜	3.25(1.07)	2.65(1.27)	1.85(0.93)	2.10(0.72)
高客观时间压力	教师情绪表达不适宜	2.05(1.23)	1.75(1.21)	2.05(0.89)	2.35(0.67)
低客观时间压力	教师情绪表达适宜	3.60(0.75)	3.40(1.00)	1.05(0.76)	1.50(0.76)
低客观时间压力	教师情绪表达不适宜	2.95(1.15)	2.40(1.31)	1.95(0.89)	2.10(0.79)

幼儿反馈类型	因素	B	SE	Wald χ²	p	OR	OR 95%CI
接受	认知闭合需求	−1.09	0.46	5.70	0.017	0.34	[0.14, 0.82]
	客观时间压力	−1.59	0.47	11.29	0.001	0.20	[0.08, 0.52]
	教师情绪表达适宜性	2.15	0.49	19.26	0.000	8.56	[3.28, 22.34]
拒绝后接受	认知闭合需求	−1.48	0.64	5.39	0.020	0.23	[0.07, 0.79]
	客观时间压力	−2.32	0.68	11.53	0.001	0.10	[0.03, 0.38]
	教师情绪表达适宜性	2.68	0.69	14.83	0.000	14.50	[3.72, 56.53]
接受后拒绝	认知闭合需求	−0.60	0.52	1.35	0.245	0.55	[0.20, 1.51]
	客观时间压力	−0.40	0.54	0.55	0.458	0.67	[0.23, 1.93]
	教师情绪表达适宜性	0.60	0.57	1.12	0.289	1.82	[0.60, 5.51]

幼儿反馈类型	因素	B	SE	Wald χ²	p	OR	OR 95%CI
接受	认知闭合需求	−1.09	0.46	5.70	0.017	0.34	[0.14, 0.82]
	客观时间压力	−1.59	0.47	11.29	0.001	0.20	[0.08, 0.52]
	教师情绪表达适宜性	2.15	0.49	19.26	0.000	8.56	[3.28, 22.34]
拒绝后接受	认知闭合需求	−1.48	0.64	5.39	0.020	0.23	[0.07, 0.79]
	客观时间压力	−2.32	0.68	11.53	0.001	0.10	[0.03, 0.38]
	教师情绪表达适宜性	2.68	0.69	14.83	0.000	14.50	[3.72, 56.53]
接受后拒绝	认知闭合需求	−0.60	0.52	1.35	0.245	0.55	[0.20, 1.51]
	客观时间压力	−0.40	0.54	0.55	0.458	0.67	[0.23, 1.93]
	教师情绪表达适宜性	0.60	0.57	1.12	0.289	1.82	[0.60, 5.51]

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