文档介绍：Result One: Rumination could effectively heighten junior middle school students' happiness, interest and surprise, revealing played no regulatory role of junior middle school students' positive emotion; both expression suppression revealing and cognitive reappraisal could effectively weaken junior middle school students' sadness.
Result Two: Video could not affect mathematics achievement for junior middle school students.
Result Three: Positive and negative emotion had no significant effect on easy
mathematical problem solving; for medium and difficult math problem solving, positive emotion priming group of junior middle school students were better than the negative emotion priming group and without emotion regulation group.
Result Four: For easy ,medium and difficult mathematics problem solving, when positive emotion priming, without emotion regulation group are better than the emotion regulation group; when negative emotion priming, without regulation group and emotion regulation group were not significant difference.
Key words: emotion; emotion regulation; problem solving
III
目录
引言...................................................................... 1
1 文献综述................................................................. 2
问题............................................................... 2
问题的内涵....................................................... 2
问题的分类....................................................... 3
问题解决........................................................... 3
问题解决的内涵................................................... 3
问题解决的研究................................................... 3
影响问题解决的心理因素........................................... 4
数学问题解决....................................................... 5
数学问题解决的内涵............................................... 5
数学问题解决的分类与相关研究..................................... 6
情绪........................................................