Effects of Emotion Regulation Strategies on Memory of Junior High School Students' Educational Materials Induced by Different Emotions

Abstract

Abstract: To improve junior school students' academic records, we studyed the effect of different emotion regulation strategies on neutral materials. Methods: A mixed－design experiment experiment, 2(Emotional types: positive & negative)×3(Emotion regulation strategies: cognitive reappraisal, expression suppression & no regulation)×2(Material types: verbal&nonverbal memory) was conducted to explore the effect of emotion regulation strategies on 100 junior school students. The results indicated that emotion regulation strategies had a main effect on the test scores under the negative emotional state, and different emotion regulation strategies had significant differences on the total scores, verbal and nonverbal memorial scores. Under the positive emotion induction state, Participants with different emotion regulation strategies performed no difference. Participants with cognitive reappraisal got higher scores when they performed in the verbal memory material than they were doing other materials. But on the scores of verbal memory, the memory score in cognitive reappraisal group was higher than that in expression suppression group. Conclusion: It is better for junior school students to use cognitive reappraisal when remembering neutral materials.

Key words: junior high school students, emotion regulation strategy, cognitive evaluation, expression inhibition, education material

摘要： 探讨不同情绪调节策略对教育材料记忆的影响，帮助初中生使用恰当的情绪调节策略，促进其更好地学习。采用实验室实验法，通过2×3×2的混合实验设计，以情绪诱发类型、情绪调节策略和记忆材料类型为自变量，对100名初中生进行教育材料记忆测试。结果发现，在消极情绪诱发状态下，不同的情绪调节策略在教育材料记忆总成绩、言语记忆和非言语记忆上有显著性差异，认知再评组的记忆成绩均好于表达抑制组。在积极情绪诱发状态下，不同的情绪调节策略在教育材料记忆总成绩和非言语记忆上无显著性差异，而在言语记忆成绩上，认知再评组的记忆成绩高于表达抑制组。结论：采用认知再评策略有利于初中生进行教育材料的记忆。

关键词: 初中生, 情绪调节策略, 认知再评, 表达抑制, 教育材料

CLC Number:

QI Bing, YANG Lizhu, YAO Yibei. Effects of Emotion Regulation Strategies on Memory of Junior High School Students' Educational Materials Induced by Different Emotions[J]. Studies of Psychology and Behavior, 2019, 17(2): 202-208.

齐冰, 杨丽珠, 姚屹北. 不同情绪诱发下的情绪调节策略对初中生教育材料记忆的影响研究[J]. 心理与行为研究, 2019, 17(2): 202-208.

References

甘小荣, 胡雯, 曹万依. (2016). 大学生情绪调节策略对中性材料的记忆效果研究. 赣南医学院学报, 36(5), 807-810, 830, doi:10.3969/j.issn.1001-5779.2016.05.044
龚德英, 李晓翌, 张大均. (2015). 情绪调节对大学生英语词汇记忆的影响. 心理学探新, 35(1), 30-34, doi:10.3969/j.issn.1003-5184.2015.01.006
黄敏儿, 郭德俊. (2002). 原因调节与反应调节的情绪变化过程. 心理学报, 34(4), 41-50
姜媛, 沈德立, 白学军. (2009). 情绪、情绪调节策略与情绪材料记忆的关系. 心理发展与教育, 25(4), 75-80
李娜. (2013). 情绪、情绪调节策略对高中生中性材料记忆的影响(硕士学位论文). 辽宁师范大学.
闵洋璐, 陶琳瑾, 蒋京川. (2015). 情绪调节策略:注意分散和认知重评的比较. 中国健康心理学杂志, 23(3), 472-477
王富贤, 邹泓, 李一茗, 汤玉龙. (2016). 情绪调节灵活性研究进展综述. 中国特殊教育, (3), 77-82, doi:10.3969/j.issn.1007-3728.2016.03.012
杨阳, 张钦, 刘旋. (2011). 积极情绪调节的ERP研究. 心理科学, 34(2), 306-311
姚屹北 . (2011). 初中生情绪调节策略对中性材料记忆的影响(硕士学位论文). 辽宁师范大学.
郑立娟. (2015). 大学生情绪、情绪调节策略对正性及负性词汇记忆影响的研究(硕士学位论文). 河北师范大学.
钟建安, 雷虹. (2010). 情绪调节对工作记忆的影响. 应用心理学, 16(2), 160-166, doi:10.3969/j.issn.1006-6020.2010.02.009
钟建安, 梁敏杰, 李黎. (2011). 情绪调节策略对表情视觉搜索的影响. 应用心理学, 17(4), 313-317, doi:10.3969/j.issn.1006-6020.2011.04.004
Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion:Is the active self a limited resource? Journal of Personality and Social Psychology, 74(5), 1252-1265, doi:10.1037/0022-3514.74.5.1252.
Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control:How and why people fail at self-regulation. San Diego, CA, US:Academic Press.
Egloff, B., Schmukle, S. C., Burns, L. R., & Schwerdtfeger, A. (2006). Spontaneous emotion regulation during evaluated speaking tasks:Associations with negative affect, anxiety expression, memory, and physiological responding. Emotion, 6(3), 356-366, doi:10.1037/1528-3542.6.3.356.
Ekman, P., Freisen, W. V., & Ancoli, S. (1980). Facial signs of emotional experience. Journal of Personality and Social Psychology, 39(6), 1125-1134, doi:10.1037/h0077722.
Goldin, P. R., McRae, K., Ramel, W., & Gross, J. J. (2008). The neural bases of emotion regulation:Reappraisal and suppression of negative emotion. Biological Psychiatry, 63(6), 577-586, doi:10.1016/j.biopsych.2007.05.031.
Gross, J. J. (2001). Emotion regulation in adulthood:Timing is everything. Current Directions in Psychological Science, 10(6), 214-219, doi:10.1111/1467-8721.00152.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes:Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362, doi:10.1037/0022-3514.85.2.348.
Gross, J. J., & Levenson, R. W. (1993). Emotional suppression:Physiology, self-report, and expressive behavior. Journal of Personality and Social Psychology, 64(6), 970-986, doi:10.1037/0022-3514.64.6.970.
Gyurak, A., Goodkind, M. S., Kramer, J. H., Miller, B. L., & Levenson, R. W. (2012). Executive functions and the down-regulation and up-regulation of emotion. Cognition and Emotion, 26(1), 103-118, doi:10.1080/02699931.2011.557291.
Laloyaux, J., Fantini, C., Lemaire, M., Luminet, O., & Larøi, F. (2015). Evidence of contrasting patterns for suppression and reappraisal emotion regulation strategies in alexithymia. Journal of Nervous and Mental Disease, 203(9), 709-717, doi:10.1097/NMD.0000000000000353.
Mauss, I. B., Cook, C. L., & Gross, J. J. (2007). Automatic emotion regulation during anger provocation. Journal of Experimental Social Psychology, 43(5), 698-711, doi:10.1016/j.jesp.2006.07.003.
Otto, B., Misra, S., Prasad, A., & Mcrae, K. (2014). Functional overlap of top-down emotion regulation and generation:An fMRI study identifying common neural substrates between cognitive reappraisal and cognitively generated emotions. Cognitive, Affective, and Behavioral Neuroscience, 14(3), 923-938, doi:10.3758/s13415-013-0240-0.
Radkovsky, A., McArdle, J. J., Bockting, C. L. H., & Berking, M. (2014). Successful emotion regulation skills application predicts subsequent reduction of symptom severity during treatment of major depressive disorder. Journal of Consulting and Clinical Psychology, 82(2), 248-262, doi:10.1037/a0035828.
Rice, J. A. (2003). The effects of emotion regulation on children's memory for educational material (Unpublished doctorial dissertation). University of California, Irvine, Los Angeles.
Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory:The cognitive costs of keeping one's cool. Journal of Personality and Social Psychology, 79(3), 410-424, doi:10.1037/0022-3514.79.3.410.
Rottenberg, J., & Gross, J. J. (2007). Emotion and emotion regulation:A map for psychotherapy researchers. Clinical Psychology:Science and Practice, 14(4), 323-328, doi:10.1111/cpsp.2007.14.issue-4.
Sheppes, G., & Meiran, N. (2007). Better late than never? On the dynamics of online regulation of sadness using distraction and cognitive reappraisal. Personality and Social Psychology Bulletin, 33(11), 1518-1532, doi:10.1177/0146167207305537.
Sheppes, G., Scheibe, S., Suri, G., Radu, P., Blechert, J., & Gross, J. J. (2014). Emotion regulation choice:A conceptual framework and supporting evidence. Journal of Experimental Psychology General, 143(1), 163-181, doi:10.1037/a0030831.
Yeh, K. H., Bedford, O., Wu, C. W., Wang, S. Y., & Yen, N. S. (2017). Suppression benefits boys in Taiwan:The relation between gender, emotional regulation strategy, and mental health. Frontiers in Psychology, 8, 135, doi:10.3389/fpsyt.2017.00135.

[1]	SHI Zifu, TANG Wanqiu, XIE Yuntian. Relationship Between Cognitive Needs and Math Academic Performance of Junior High School Students: Based on Latent Profile Analysis [J]. Studies of Psychology and Behavior, 2021, 19(4): 480-485.
[2]	ZHOU Hanfang, LIU Zhijun, FAN Yumei, LI Baihan. The Mediation of Loneliness on the Relationship Between Parent-Child Relationship and Cyberbullying in Junior High School Students [J]. Studies of Psychology and Behavior, 2019, 17(6): 787-794.
[3]	ZHANG Ye, HAN Xue, LI Junya, ZHANG Shanshan. The Influence of School Interpersonal Relationships on the Optimistic Tendency: Analysis of Multiple Mediation Effect [J]. Studies of Psychology and Behavior, 2019, 17(5): 662-667.
[4]	JIANG Yuan, ZHANG Liwei, MAO Zhixiong. Physical Exercise and Mental Health: The Effect of Emotion Regulation Self-Efficacy and Emotion Regulation Strategy [J]. Studies of Psychology and Behavior, 2018, 16(4): 570-576.
[5]	KONG Haiyan, SUN Yu, SONG Guangwen. Influence of Mind Wandering and Working Memory on Junior High School Students' Reading Comprehension [J]. Studies of Psychology and Behavior, 2018, 16(3): 362-370,377.
[6]	Liu zhijun, Liu xu, Li wei. The Relation between Junior High School Students′ Optimistic Attributional Style and Anti-frustration Ability: The Mediating Role of Self-esteem [J]. Studies of Psychology and Behavior, 2016, 14(1): 64-69.
[7]	Zhang Min,Zhang Ping,Lu Jiamei. The Effects of Cognitive Evaluation on the Generation of Gratitude Emotion [J]. Studies of Psychology and Behavior, 2015, 13(3): 380-384.
[8]	Chen Lijun. The Study of Metacognition in Problem-Finding Process of the Undergraduates [J]. , 2012, 10(5): 366-372.
[9]	Jiang Yuan,Bai Xuejun,Shen Deli. THE RELATIONSHIP BETWEEN EMOTION REGULATION STRATEGY AND PHYSIOLOGICAL RESPONSES OF THE PRIMARY AND SECONDARY SCHOOL STUDENTS [J]. Studies of Psychology and Behavior, 2009, 7(3): 188-192.
[10]	Mo Xiufeng, Liu Dianzhi. THE STUDY ON THE MECHANISM OF INFLUENCE TO MATHEMATICAL LEARNING STRATEGIES BY THE CONTROLLABLE PSYCHOLOGICAL FACTORS [J]. Studies of Psychology and Behavior, 2005, 3(4): 286-290.
[11]	Zhang Kuo,Yin Guo′en,Wang Jingxin. THE KNOWLEDGE EFFECTS IN CATEGORY CONSTRUCTION OF JUNIOR HIGH SCHOOL STUDENTS [J]. Studies of Psychology and Behavior, 2003, 1(4): 283-287.