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双语推荐：消极情感

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为增进大学生情绪健康提供依据,探讨大学生情感幸福感的特点及影响因素。通过分层随机抽取502名大学生,采用情感幸福感量表、社会支持评定量表、应付方式问卷进行调查。结果表明大学生积极情感显著多于消极情感,男生的消极情感显著高于女生。社会支持与积极情感显著正相关,与消极情感显著负相关;成熟型应付方式与积极情感显著正相关,与消极情感显著负相关,不成熟型应付方式则正好相反。解决问题、自责、主观支持、支持利用能预测积极情感23.1%的变异量,解决问题、自责、幻想、合理化、客观支持能预测消极情感36.1%的变异量。因而社会支持、应付方式是大学生情感幸福感的重要影响因素。
To provide scientific basis for improving their emotional health ,this research explored the characteristics and influen-cing factors of affective well -being among university students , by using Affective Well -being Scale , Social Support Rating Scale,Coping Style Questionaire were used for examining 502 university students.Results showed that scores of positive affec-tion was higher than negative affection among university students .There was significant differences between negative affection of male students and female students .Correlation analysis showed social support positive correlated significantly with positive affection, and negative correlated significantly with negative affection .Mature coping style positive correlated significantly with positive affection , and negative correlated significantly with negative affection .Inmature coping style had the contrary results . Solving problem,self-accusation, subjective support and support utilization could explain 23.1

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当下我国正处于改革开放的攻坚期,德育工作受到诸多消极社会现象的冲击,在中职德育教学中消极的认知、消极的情感和消极的教学行为也普遍存在,积极心理学理论上承中国优秀的传统文化,下启中国当代的时代文化,与德育在价值趋向、教学内容、教学方法上一致和互补,为化解中职德育教学的困境提供了新的视角和理论支撑,有助于中职德育教师确立积极的认知和情感、发动积极的行为、培养积极的意志品质。
At present our country is in the crucial period of reform and opening up. The work of moral education is influenced by many negative social phenomena of shock. Positive psychology theory is consistent with Chinese excellent traditional culture and the contemporary Chinese culture. It is also consistent and complementary in value trend, teaching content and teaching method ,which provides a new perspective and theoretical support for resolving the moral teaching difficulties and contributes to the moral education in secondary vocational teachers by establishing a positive and cognitive emotion, launching a positive behavior, and developing a positive character.

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目的：探讨初中生主观幸福感与心理健康的影响因素，为心理健康教育提供科学依据。方法对500名初中生采用主观幸福感问卷、自尊量表、应对方式问卷和中学生心理健康问卷进行测评。结果不同性别、家庭氛围初中生整体生活满意度及消极情感评分比较差异有显著性（P＜0．05或0．01），不同家庭氛围中学生心理健康问卷评分比较差异有显著性（P＜0．01）。初中生自尊和消极应对方式与生活满意度及积极情感呈显著负相关（P＜0．05），与消极情感呈显著正相关（P＜0．05）；积极应对方式与生活满意度、积极情感呈显著正相关（P＜0．05），与消极情感呈显著负相关（P＜0．05）。自尊、积极应对方式评分与中学生心理健康问卷总分及各因子分呈显著负相关（ P＜0．05或0．01）；消极应对方式评分与中学生心理健康问卷总分及各因子分呈显著正相关（ P＜0．05或0．01）。结论初中生自尊、积极应对方式、消极应对方式对主观幸福感及心理健康具有较高的预测作用，性别及家庭氛围对其也有一定程度的影响。
Objective To explore the factors influencing subjective well-being and mental health in junior middle school students in order to provide a scientific basis for mental health education .Methods Assess-ments were conducted with the Subjective Well-being Scale (SWS) ,Self-esteem Scale (SES) ,Coping Style Questionnaire (CSQ) and Mental Health Scale for Middle School Students (MHSMSS) .Results There were significant differences in total life satisfaction and negative affect among junior middle school students with different gender and family atmosphere (P<0 .05 or 0 .01) and in M HSMSS score among ones with different family atmosphere (P<0 .01) .Self-esteem and negative coping style were negatively related to life satisfaction and positive affect notably (P<0 .05) and positively to negative affect (P<0 .05);positive coping style was positively related to life satisfaction and positive affect notably (P<0 .05) and negatively to negative affect (P< 0 .05) .Self-esteem and positive coping sty

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目的：研究亲职压力、家庭功能与应对方式对中学生父母心理健康的影响。方法以亲职压力量表、简易应对方式问卷、家庭功能量表和SCL-90对200名12岁初中学生家长进行调查研究。结果女性SCL-90总分显著高于男性；SCL-90总分与亲职压力、消极应对呈显著正相关（P＜0．01），与积极应对呈显著负相关（P＜0．01）。积极应对与解决问题和情感介入呈显著正相关（P＜0．01）；消极应对与功能角色、情感反应、情感介入和行为控制呈显著负相关（P＜0．05）。应对方式对心理健康有显著预测作用（P＜0．001；P＜0．005）。积极与消极应对在亲职压力和心理健康中起部分中介作用（P＜0．001；P＜0．005）。结论应对方式部分中介亲职压力对心理健康的影响。家庭功能中，解决问题和情感介入正向影响积极应对的作用，角色、情感反应、情感介入和行为控制负向影响消极应对的作用。
Objective To observe the effect of parenting stress,family function and coping style on mental health of parents of adolescents.Methods A total of 200 parents of 12-year-old junior school students in one urban high school were included in the study.All subjects were tested using parenting stress index-short form,simplified coping style questionnaire,family assessment device and symptom check list 90 (SCL-90 ).Results Female had higher SCL-90 total score than male.Total SCL-90 score was positively related to parenting stress and negative coping (P<0.01 ), while negatively related to positive coping (P<0.01).Problem-solving and affective involvement were positively relat-ed to positive coping (P<0.01 ).Roles,affective responsiveness,affective involvement and behavioral control were negatively related to negative coping (P<0.05).Coping styles were significant predictors of SCL-90 (P<0.001;P<0.005).Both positive and negative coping had part of mediating role (P<0.001;P<0.005)in p

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涂尔干的消极情感理论触及了情感人类学的根本议题，即个体情感和集体情感的关系问题，同时铺陈出情感人类学的核心议题，即个体情感如何对抗集体情感的问题。柏格森的积极情感化解了这类二元论问题，有利于我们重新思考情感人类学理论的进一步发展。
This article concludes the theory on emotion of Durkheim and Bergson , and names them negative emotion and positive emotion separately .The negative emotion of Durkheim touches the fundamental issue of anthropology of emotion that is the relationship between individual emotion and collective emotion and also carries the key issue of anthropology of e -motion that is how individual emotion resists another .The positive emotion by Bergson which would help us rethink the fur-ther development of anthropology of emotion resolves this dilemma from dualism .

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采用父母教养方式评定量表(EMBU)和中学生自我导向学习倾向性量表,探讨父母教养方式对中学生自我导向学习的影响。结果显示,父母的情感温暖对中学生消极学习和有效学习具有显著性影响,特别是父亲的情感温暖对中学生主动学习、喜爱学习和开放学习具有显著影响;母亲的情感温暖因子可以有效地预测中学生的主动学习、有效学习、喜爱学习、开放学习和终身学习;父亲的过度干涉对中学生消极学习有显著影响。
This article focused on the relationship between the middle school students parenting style and their self -directed learning activities.The results showed that :Parents’ emotional warmth on student negative learning and effective learning has a significant im -pact .In particular father ’ s emotional warmth for middle school students ’ active learning , love of learning and open learning has a sig-nificant impact .Emotional warmth of the mother factor can effectively predict the middle school students in active learning , effective learning , and open learning and lifelong learning .Father of excessive interference have significant impact on students ’ negative learn-ing.

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隐性知识中的情感因素对学生二语习有重要的影响,但目前课堂教学由于其局限性很难融入情感教学并把消极情绪转化为积极情绪,需要另辟蹊径。通过分析工作坊教学模式的特点,论证了在工作坊中实现大学英语情感教学的可能性。
Affective factors, a kind of implicit knowledge has an important influence on the students'' second-language learning, but it is difficult to integrate affective teaching with the classroom teaching and convert the the negative emotions into positive emotions nowadays, so we have to find another way. In this paper, the author analyzed the characteristics of the workshop teaching model and proves the possibility to realize affective teaching of college English in the workshop.

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情感因素在外语学习中起着很重要的作用。积极的情感因素对外语学习有促进作用,消极的情感因素则会阻碍外语学习。为了提高学生的外语学习,教师应该想法设法帮助学生建构积极情感。在此联系教学实际,分析了高职学生英语学习的情感现状,探索了造成学生情感问题的原因,并就教师应该如何帮助学生构建积极情感提出了见解。
Emotional factors play a very important role in foreign language learning. Positive emotional factors have a promoting effect on foreign language learning, and negative emotional factors will hinder the foreign language learning. In order to im prove the students'' foreign language learning, teachers should help students construct the positive emotions. Connecting with the teaching practice, this paper analyzes the emotionalstatus of higher vocational student English learning, explores the causes of students'' emotional problems, and puts forw ard som e suggestions for teachers about how to help students construct positive emotions.

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在我国大学英语教学改革中，教师情感因素不容忽视。本文深入研究和分析大学英语教师产生消极情感的原因，并提出多种渠道保护和激励教师情感，使大学英语教师能以饱满的热情专心从事教学工作，从而能够推动大学英语教学改革的有效进行，提高大学英语教学水平。
In our country university English teaching reform, teachers'' emotional factors can not be ignored. The paper studies and analyzes the reasons of negative emotion of university English teachers, and put forward a variety of channels to protect and encourage the teachers’ emotion, make the university English teachers with full enthusiasm engage in teaching work, so as to promote university English teaching reform effectively, improve the level of university English teaching.

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目的：探讨上级主管支持对护士工作幸福感体验的影响。方法于2013年1—3月分层抽取上海市2家三级医院、1家二级医院、4家一级医院的608名护士,采用工作幸福感调查问卷、积极情感和消极情感量表、上级主管支持问卷、一般资料调查表进行问卷调查。结果608名护士心理幸福感整体水平总体得分为(162.15±25.15)分,护士感知主管支持总体得分为(27.56±5.52)分,上级主管支持与护士心理幸福感呈正相关(r=0.544,P<0.01)；主管支持与护士积极情绪体验水平呈正相关,与护士消极情绪体验水平呈负相关(r值分别为0.402,-0.368；P<0.01)。结论上级主管支持是影响护士工作中的心理幸福感以及情绪幸福感的重要因素,加强主管支持有助于护士在工作中体验幸福感,增进护士积极情感体验,缓解消极情感造成的压力和职业疲倦。
Objective To explore the influence of superior support on job-related well-being of nurses. Methods From January 2013 to March 2013, we went on investigating 608 clinical nurses from 4 primary hospitals, 1 secondary hospitals and 2 territory hospitals in Shanghai by stratified sampling method, measured by job-related welling-being scale, positive and negative affect scale, supervisor support questionnaire and personal information questionnaire. Results The total score of 608 nurses′psychological well-being acquired (162. 15 ± 25. 15), while the recognition of superior support was (27. 56 ± 5. 52). There was a positive correlation between superior support and psychological well-being (r =0. 544,P <0. 01), as well as positive emotional experience level of nurses (r =0. 402,P <0. 01), but a negative correlation between superior support and nurses′negative emotional experience level (r= -0. 368,P<0. 01). Conclusions Superior support has an important effect on nurses′ psychol

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