Abstract:

Hierarchical linear modeling (HLM) techniques were used to explore the role of teacher affect in the effect of temperament on emotion regulation among adolescents. Emotion Regulation Questionnaire (ERQ) and Early Adolescent Temperament Questionnaire-Revised (EATQ-R) were administered among 1385 students from grade 7 through grade 12 and Teacher Affect Questionnaire (TAQ) among 36 head teachers in China. Results showed that different dimensions of temperament had different effects on emotion regulation, and different aspects of teacher affect exerted different modulations on the process of the influence of temperament for emotion regulation. These results mean that in the process of affect teaching, teachers should take different strategies of affect teaching for students of different temperaments to promote the development of students’ emotion regulation. 注：因接到编委会通知需要500字长摘要，而长摘要无法上传，只好放在文章中，该处只是短摘要。

Key words: adolescent, teacher affect, temperament, emotion regulation

摘要：

青少年情绪调节近年来受到越来越多研究的关注，但环境变量是如何通过个体内变量对情绪调节施加影响还不清楚，我们现在采用多层线性模型探索教师情感能力在青少年学生气质影响其情绪调节中的作用。研究选取7-12年级1385名男女学生，和对应的36名班主任，分别施测学生问卷——情绪调节问卷、青少年早期气质问卷和教师情感能力问卷。结果表明：在学生水平，认知重评与气质维度的努力控制和亲和性正相关，与激情负相关；抑制只和负性情感正相关。在教师水平，教师的情感管理减弱了激情和亲和性对认知重评的影响，而教师的情感沟通增加了亲和性对认知重评的影响；教师的情感管理增强了负性情感对抑制的作用，反而教师情感理解降低了负性情感对抑制的作用。因此，气质的不同维度对学生情绪调节的影响不同，教师情感能力的不同方面对这种影响发挥着不同的调控作用。提示在开展情感教学过程中，对不同气质学生选择不同的情感策略有利于提高学生情绪调节的效果。

关键词: 青少年, 教师情感, 气质, 情绪调节