中国临床心理学杂志

Emotion Regulation Strategies in the High and Low Social Anxiety Teenagers

作者：ZHAO Xin¹ 2 PEI Rui-xue¹ FU Li² 4 CHEN Ling¹ ZHOU Ren-lai² 3

单位：1. 西北师范大学心理学院兰州 730070
2. 北京师范大学心理学院应用心理北京市重点实验室北京 100875
3. 脑与学习协同创新中心北京 100875
4. Donders Institute for Brain Cognition and Behavior Centre for Cognition (DCC) Radboud University Nijmegen Nijmegen 91026500 Nederland

关键词：社交焦虑情绪调节青少年认知重评表达抑制

分类号：R395.6

出版年,卷(期):页码：2014,22(1):149-154

摘要：

本研究以13-18岁的青少年为研究对象,采用社交焦虑量表调查青少年的社交焦虑水平,采用情绪调节问卷调查青少年的情绪调节策略使用频率,比较高社交焦虑青少年和低社交焦虑青少年情绪调节策略使用(认知重评和表达抑制)情况。研究结果显示,高社交焦虑青少年使用认知重评策略的频率显著低于低社交焦虑青少年,使用表达抑制策略的频率显著高于低社交焦虑青少年,这种现象受年龄因素的调节,在13岁青少年组中,高社交焦虑青少年(n=40)使用认知重评策略的频率显著高于低社交焦虑青少年(n=40),使用表达抑制策略的频率显著低于低社交焦虑青少年;在14岁和15岁青少年组中,高社交焦虑青少年(n=40)使用认知重评策略的频率显著高于低社交焦虑青少年(n=40),两组被试在使用表达抑制策略的频率上不存在显著性差异;在15岁、16岁和17岁青少年组中,高社交焦虑青少年(n=40)和低社交焦虑青少年(n=40)使用认知重评和表达抑制策略不存在显著性差异。

To explore the difference of emotion regulation between teenagers with low and high social anxiety. The Social Anxiety Subscale of the Self-Consciousness Scale was used to study social anxiety, and the Emotion Regulation Questionnaire was used to evaluate the frequency of emotion regulation strategy use, in 588 teenagers with age from 13 to 18. The frequency of emotion regulation strategy use(cognitive reappraisal and suppression) in teenagers with high and low social anxiety was compared. The results showed that high social anxiety teenagers used cognitive reappraisal less than low social anxiety teenagers, while suppression was more frequently used by high social anxiety teenagers. This result was moderated by age. In the 13-year-old group, participants with high social anxiety used less cognitive reappraisal, and more suppression, than low social anxiety participants. In 14-and 15-year-olds, high social anxiety participants used more cognitive reappraisal than low social anxiety participants, and there was no difference in the use of suppression. Finally, there were no differences in the use of these two strategies between high and low social anxiety teenagers aged 16-18.

基金项目：

supported by the The Young Teacher Research Capacity Advancement Program of Northwest Normal University(SKQ-NYB12009)；Open Research Fund of the Beijing Key Lab of Applied Experimental Psychology and Science education programs in Gansu Province(GS[2013]GHBZ086)

作者简介：

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