The Influence Of Pre-service Teachers' Emotional Awareness Ability On Emotional Conflict Processing

As the precondition and basis of emotional intelligence,emotional awareness refers to the ability to perceive and identify emotion.It plays an important role in individuals' physical and mental health and interpersonal aspects.Our government has issued a series of policies and regulations that require teachers to improve their emotional ability,including emotional awareness.Previous researches on emotion awareness of in-service teachers have investigated on emotion from a single source,mainly focusing on emotional faces,and lacking attention to emotional actions and emotional scenes.When emotions from multiple sources appear at the same time,emotional conflict may occur,and teachers need to be aware of the true emotion of students from the processing of emotional conflicts.In addition,the materials have low ecological validity and lack of emotional materials for primary school students in educational settings.Teachers face the students directly,and the situations they directly face are educational situations,thus they need to use experimental materials with high ecological validity for research.Therefore,we take the trainee teachers who are urgent in need of emotional awareness as the objects,and uses self-made emotional conflict composite materials composed of emotional faces,emotional bodies,and teaching scenes of primary school students to explore the influence of emotional awareness on emotional conflicts from two aspects of behavioral responses and electrophysiological responses.And we also explore the time course and processing stage of the brain.In summary,the full text includes four studies:Study 1 used the emotional face-word paradigm to explore the effect of trainee teachers' emotional awareness on emotional face-word Stroop processing from two perspectives of face judgment task and vocabulary judgment task.Both the results of experiment 1and 2 found that RTs were shorter and accuracies were higher for trainee teachers with high level of emotional awareness than trainee teachers with low level of emotional awareness.And RTs were shorter for congruent compared to incongruent conditions.Study 2 used to emotional body-word Stroop paradigm to explore the impact of trainee teachers' emotional awareness on emotional conflict processing from the perspectives of body judgment tasks and vocabulary judgment tasks.The results of experiment 3 and 4 found that RTs were shorter for high score group than low score group,and the amplitude of high score group is significantly higher than the amplitude of low score group in the component of VPP,while amplitudes of high score group were significantly lower than the low score group' in the components of N200 and N450.RTs were shorter and accuracies were higher and the amplitude of N200 and N450 were lower for congruent compared to incongruent conditions.The results of experiment 5 and 6 found that RTs were shorter for high score group than low score group in incongruent condition,and RTs were shorter for congruent compared to incongruent conditions in low score group.The amplitudes of VPP were lower and the amplitudes of SP were more negative for congruent compared to incongruent conditions.Study 3 used the emotional face-body Stroop paradigm to explore the effect of trainee teachers' emotional awareness on emotional conflict processing from the evidences of behavior and ERPs.The results of experiments 7 and 8 found that the amplitudes of N200 for were lower for high score group conditions than high score group conditions.RTs were shorter and accuracies were higher for congruent compared to incongruent conditions.The amplitudes of SP were more negative for congruent compared to incongruent conditions.Study 4 used the emotional face-scene Stroop paradigm to explore the impact of trainee teachers' emotional awareness on emotional conflict processing from the evidences of behavior and ERPs.The results of experiments 9 and 10 found that the amplitude of high score group is significantly higher than the amplitude of low score group in the component of VPP,while amplitudes of high score group were significantly lower than the low score group' in the components of N450.RTs were shorter and accuracies were higher for congruent compared to incongruent conditions.The amplitudes of SP were more negative for congruent compared to incongruent conditions.In general,under the conditions of this study,the results show that trainee teachers with high level of emotional awareness are more sensitive to emotional information than trainee teachers with low level of emotional awareness,and the processing model adopted is faster and more effective.Both of them show differences in EEGs in the early stages,medium term and late stages of processing.RTs were shorter and accuracies of trainee teachers were higher for congruent compared to incongruent conditions.The difference in EEG is mainly in the late processing stage.