文献类型：期刊文献

英文题名：The influence of empathy on the interpersonal emotion regulation strategies of adolescents

作者：Mu, Xiu[1,2];Wang, Qichen[3];Wu, Nan[1,4];Liu, Shixiang[1,4]

第一作者：Mu, Xiu

通讯作者：Wu, N[1];Liu, SX[1];Wu, N[2];Liu, SX[2]

机构：[1]Beijing Union Univ, Dept Psychol, Teachers Coll, Beijing, Peoples R China;[2]City Univ Macau, Fac Hlth & Wellness, Macau, Peoples R China;[3]Peking Univ, Sch Psychol & Cognit Sci, Beijing, Peoples R China;[4]Beijing Union Univ, Learning & Psychol Dev Inst Children & Adolescents, Beijing, Peoples R China

第一机构：北京联合大学师范学院

通讯机构：[1]corresponding author), Beijing Union Univ, Dept Psychol, Teachers Coll, Beijing, Peoples R China;[2]corresponding author), Beijing Union Univ, Learning & Psychol Dev Inst Children & Adolescents, Beijing, Peoples R China.|[11417]北京联合大学;[1141711]北京联合大学师范学院;

年份：2025

卷号：15

期号：1

外文期刊名：SCIENTIFIC REPORTS

收录：;Scopus(收录号：2-s2.0-105006407941);WOS:【SCI-EXPANDED(收录号:WOS:001492811500035)】；

基金：This study was supported by the Humanities and Social Sciences Fund of the Ministry of Education [Grant No. 24YJC190031].

语种：英文

外文关键词：Interpersonal emotion regulation strategies; Cognitive empathy; Affective empathy; Interpersonal intimacy

摘要：The aim of this study was to explore the use of interpersonal emotion regulation (IER, other-focused emotion regulation through social means) strategies among high school students in relation to empathy. At the core of empathy is a cognitive process of understanding another's thoughts and emotions (cognitive empathy) and an emotional component of sharing another's emotional experience (affective empathy). In Study 1, the Emotion Regulation of Others and Self questionnaire was used to investigate the current status of IER strategies most common among 414 high school students from Beijing and Jinan, China. In Study 2, a co-operative scenario was created to identify the IER strategies employed by a cohort of 128 students selected from Study 1 with varying levels of empathy in response to different levels of interpersonal intimacy. The results indicate that students with high levels of cognitive empathy and low levels of affective empathy were more likely to use affect-improving strategies, whereas those with low levels of cognitive empathy and high levels of affective empathy were more inclined to use affect-worsening strategies. Overall, the choice of IER strategies is influenced by interpersonal motivation to regulate emotions.