[1]
|
Clayborne, Z.M., Varin, M. and Colman, I. (2019) Systematic Review and Meta-Analysis: Adolescent Depression and Long-Term Psychosocial Outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 58, 72-79.
https://doi.org/10.1016/j.jaac.2018.07.896
|
[2]
|
于晓琪, 张亚利, 俞国良. 2010-2020中国内地高中生心理健康问题检出率的元分析[J]. 心理科学进展, 2022, 30(5): 978-990.
|
[3]
|
朱星星, 王康程, 邱江. 检验一般攻击模型: 个体的情绪、认知和人格因素对攻击行为的影响[C]//中国心理学会. 第二十届全国心理学学术会议论文集. 2017: 1-2.
|
[4]
|
黄垣成, 赵清玲, 李彩娜. 青少年早期抑郁和自伤的联合发展轨迹: 人际因素的作用[J]. 心理学报, 2021, 53(5): 515-526.
|
[5]
|
Alderman, E.M., Breuner, C.C., Grubb, L.K., Powers, M.E., Upadhya, K. and Wallace, S.B. (2019) Unique Needs of the Adolescent. Pediatrics, 144, e20193150. https://doi.org/10.1542/peds.2019-3150
|
[6]
|
雷浩. 教师关怀行为三维模型的建构[J]. 国家教育行政学院学报, 2014(2): 67-72.
|
[7]
|
Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press, Cambridge.
|
[8]
|
Noddings, N. (2002) Starting at Home: Caring and Social Policy. University of California Press, Berkeley.
https://doi.org/10.1525/9780520927568
|
[9]
|
Noddings, N. (2012) The Caring Relation in Teaching. Oxford Review of Education, 38, 771-781.
https://doi.org/10.1080/03054985.2012.745047
|
[10]
|
Chan, R.M.C., Lau, P.S.Y. and Yuen, M. (2011) Interrelationships among Teacher Care, Students’ Life Skills Development, and Academic Achievement: Implications for School Guidance Work. Asian Journal of Counselling, 18, 63-94.
|
[11]
|
Guo, J., Liu, L., Zhao, B. and Wang, D. (2020) Teacher Support and Mental Well-Being in Chinese Adolescents: The Mediating Role of Negative Emotions and Resilience. Frontiers in Psychology, 10, Article ID: 485247.
https://doi.org/10.3389/fpsyg.2019.03081
|
[12]
|
郑清, 叶宝娟, 夏扉, 等. 教师关怀行为对初中生抑郁的影响: 冗思与宽恕的中介作用[J]. 中国临床心理学杂志, 2017, 25(1): 159-162.
|
[13]
|
Ford, B.Q. and Troy, A.S. (2019) Reappraisal Reconsidered: A Closer Look at the Costs of an Acclaimed Emotion- Regulation Strategy. Current Directions in Psychological Science, 28, 195-203.
https://doi.org/10.1177/0963721419827526
|
[14]
|
Haga, S.M., Kraft, P.A.L. and Corby, E. (2009) Emotion Regulation: Antecedents and Well-Being Outcomes of Cognitive Reappraisal and Expressive Suppression in Cross-Cultural Samples. Journal of Happiness Studies, 10, 271-291.
https://doi.org/10.1007/s10902-007-9080-3
|
[15]
|
刘文, 张妮, 于增艳, 等. 情绪调节与儿童青少年心理健康关系的元分析[J]. 中国临床心理学杂志, 2020, 28(5): 1002-1008.
|
[16]
|
Gross, J.J. and Levenson, R.W. (1993) Emotional Suppression: Physiology, Self-Report, and Expressive Behavior. Journal of Personality and Social Psychology, 64, 970-986. https://doi.org/10.1037/0022-3514.64.6.970
|
[17]
|
侯瑞鹤, 俞国良. 情绪调节理论: 心理健康角度的考察[J]. 心理科学进展, 2006, 14(3): 375-381.
|
[18]
|
Yuan, J., Long, Q., Ding, N., et al. (2015) Suppression Dampens Unpleasant Emotion Faster than Reappraisal: Neural Dynamics in a Chinese Sample. Science China Life Sciences, 58, 480-491. https://doi.org/10.1007/s11427-014-4739-6
|
[19]
|
Fernandes, M.A. and Tone, E.B. (2021) A Systematic Review and Meta-Analysis of the Association between Expressive Suppression and Positive Affect. Clinical Psychology Review, 88, Article ID: 102068.
https://doi.org/10.1016/j.cpr.2021.102068
|
[20]
|
Sai, L., Luo, S., Ward, A. and Samg, B. (2016) Development of the Tendency to Use Emotion Regulation Strategies and Their Relation to Depressive Symptoms in Chinese Adolescents. Frontiers in Psychology, 7, Article No. 1222.
https://doi.org/10.3389/fpsyg.2016.01222
|
[21]
|
Lee, K. (2009) The Relationship of Emotional Regulation Strategies and School Adjustment in Junior High School Students. Journal of Korean Home Economics Education Association, 21, 159-169.
|
[22]
|
Datu, J.A.D., Yang, W. and Wai Lau, K. (2022) Does Mindfulness Matter for Cognitive Reappraisal and Academic Engagement? A Cross-Lagged Panel Model Study in Filipino High School Students. The Journal of Early Adolescence, 43, 993-1015. https://doi.org/10.1177/02724316221137951
|
[23]
|
Wang, D. and Zhou, L. (2017) Between Psychological Well-Being and Negative Academic Emotions in Left-Behind Middle School Student in Anhui Province in 2016: The Moderating Role of Cognitive Reappraisal. Journal of Hygiene Research, 46, 935-941.
|
[24]
|
Tang, H., Lyu, J. and Xu, M. (2022) Direct and Indirect Effects of Strength-Based Parenting on Depression in Chinese High School Students: Mediation by Cognitive Reappraisal and Expression Suppression. Psychology Research and Behavior Management, 15, 3367-3378. https://doi.org/10.2147/PRBM.S390790
|
[25]
|
Zhao, Y. and Zhao, G. (2015) Emotion Regulation and Depressive Symptoms: Examining the Mediation Effects of School Connectedness in Chinese Late Adolescents. Journal of Adolescence, 40, 14-23.
https://doi.org/10.1016/j.adolescence.2014.12.009
|
[26]
|
杨玉悦, 徐盛朝, 熊雅妮, 等. 中学生情绪调节策略的特点及其与被欺凌的关系[J]. 南昌大学学报(医学版), 2022, 62(5): 71-75.
|
[27]
|
Li, J., Yao, M. and Liu, H. (2021) From Social Support to Adolescents’ Subjective Well-Being: The Mediating Role of Emotion Regulation and Prosocial Behavior and Gender Difference. Child Indicators Research, 14, 77-93.
https://doi.org/10.1007/s12187-020-09755-3
|
[28]
|
Schonert-Reichl, K.A. (2017) Social and Emotional Learning and Teachers. The Future of Children, 27, 137-155.
https://doi.org/10.1353/foc.2017.0007
|
[29]
|
Zins, J.E. and Elias, M.J. (2007) Social and Emotional Learning: Promoting the Development of All Students. Journal of Educational and Psychological Consultation, 17, 233-255. https://doi.org/10.1080/10474410701413152
|
[30]
|
Noddings, N. (1984) Caring: A Feminine Approach to Ethics and Moral Education. University of California Press, Berkeley.
|
[31]
|
Noddings, N. (2006) Educational Leaders as Caring Teachers. School Leadership and Management, 26, 339-345.
https://doi.org/10.1080/13632430600886848
|
[32]
|
Rudolph, K.D., Flynn, M. and Abaied, J.L. (2008) A Developmental Perspective on Interpersonal Theories of Youth Depression. In: Abela, J.R.Z. and Hankin, B.L., Eds., Handbook of Depression in Children and Adolescents, The Guilford Press, New York, 79-102.
|
[33]
|
Kennedy, B.L. (2008) Educating Students with Insecure Attachment Histories: Toward an Interdisciplinary Theoretical Framework. Pastoral Care in Education, 26, 211-230. https://doi.org/10.1080/02643940802472148
|
[34]
|
Siu, K.W.M. and Wong, Y.L. (2016) Fostering Creativity from an Emotional Perspective: Do Teachers Recognise and Handle Students’ Emotions? International Journal of Technology and Design Education, 26, 105-121.
https://doi.org/10.1007/s10798-014-9298-4
|
[35]
|
Gross, J.J. and 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, 348-362.
https://doi.org/10.1037/0022-3514.85.2.348
|
[36]
|
Achenbach, T.M. (2001) Manual for ASEBA School-Age Forms & Profiles. University of Vermont, Research Center for Children, Youth, & Families, Burlington, VT.
|
[37]
|
汤丹丹, 温忠麟. 共同方法偏差检验: 问题与建议[J]. 心理科学, 2020, 43(1): 215-223.
|
[38]
|
Chabrola, H. and Choquetb, M. (2008) Rela-tions Entre Symptomatologie dépressive, désespoir et idées de suicide chez 1547 lycéens. L’Encephale, 35, 443-447. https://doi.org/10.1016/j.encep.2008.10.010
|
[39]
|
Cohen, S. and Wills, T.A. (1985) Stress, Social Support, and the Buffering Hypothesis. Psychological Bulletin, 98, 310-357. https://doi.org/10.1037/0033-2909.98.2.310
|
[40]
|
Hammen, C. (2005) Stress and Depression. Annual Review of Clinical Psychology, 1, 293-319.
https://doi.org/10.1146/annurev.clinpsy.1.102803.143938
|
[41]
|
Chu, P.S., Saucier, D.A. and Hafner, E. (2010) Me-ta-Analysis of the Relationships between Social Support and Well-Being in Children and Adolescents. Journal of Social and Clinical Psychology, 29, 624-645.
https://doi.org/10.1521/jscp.2010.29.6.624
|
[42]
|
Yoon, S. and Rottenberg, J. (2020) Why Do People with Depression Use Faulty Emotion Regulation Strategies? Emotion Review, 12, 118-128. https://doi.org/10.1177/1754073919890670
|
[43]
|
Mihalas, S., Morse, W.C., Allsopp, D.H. and McHatton, P.A. (2009) Cultivating Caring Relationships between Teachers and Secondary Students with Emotional and Behavioral Disorders. Remedial and Special Education, 30, 108-125.
https://doi.org/10.1177/0741932508315950
|