探討不同情緒調節策略對教育材料記憶的影響,幫助初中生使用恰當的情緒調節策略,促進其更好地學習。采用實驗室實驗法,通過2×3×2的混合實驗設計,以情緒誘發類型、情緒調節策略和記憶材料類型為自變量,對100名初中生進行教育材料記憶測試。結果發現,在消極情緒誘發狀態下,不同的情緒調節策略在教育材料記憶總成績、言語記憶和非言語記憶上有顯著性差異,認知再評組的記憶成績均好于表達抑制組。在積極情緒誘發狀態下,不同的情緒調節策略在教育材料記憶總成績和非言語記憶上無顯著性差異,而在言語記憶成績上,認知再評組的記憶成績高于表達抑制組。結論:采用認知再評策略有利于初中生進行教育材料的記憶。

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.