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人工智能引导认知重评促进中学生情绪调节机制、实施路径与风险治理

Mechanisms, Implementation Pathways, and Risk Governance of Artificial Intelligence-Guided Cognitive Reappraisal for Promoting Emotion Regulation among Middle School Students

陈翠, 潘悦, 狄吉祥

Education Study / 2026,8(6): 707-713 / 2026-07-01 15 9

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• Information:

  苏州科技大学教育学院，苏州

• Keywords:
  Artificial intelligence; Cognitive reappraisal; Middle school students; Emotion regulation; Mental health education
  人工智能; 认知重评; 中学生; 情绪调节; 心理健康教育
• Abstract: Middle school students are prone to emotional distress in contexts such as academic pressure, peer interactions, family expectations, and self-evaluation. School mental health education therefore requires more continuous, concrete, and operable emotion regulation support. Cognitive reappraisal, as an adaptive emotion regulation strategy, involves changing individuals’ interpretations and evaluations of emotional events, thereby influencing subsequent emotional experiences, expressions, and behavioral responses, and helping students reframe negative events from more rational, positive, or neutral perspectives. Artificial intelligence dialogue systems, characterized by structured questioning, real-time feedback, and repetitive training, provide a novel auxiliary approach for cognitive reappraisal training. Based on the practical needs of emotion regulation among middle school students, this paper analyzes the theoretical foundation and applicability of cognitive reappraisal, explores the mechanisms of artificial intelligence-guided cognitive reappraisal, and proposes school-based implementation pathways and risk governance strategies. The study suggests that artificial intelligence-guided cognitive reappraisal can transform abstract emotion regulation strategies into structured, operable, and repeatable training processes. However, its application should be positioned as an educational support tool rather than a substitute for teachers or professional psychological services, and should be implemented under teacher supervision, privacy protection, risk identification, and referral mechanisms. 中学生在学业压力、同伴交往、家庭期待和自我评价等情境中，容易出现情绪困扰，学校心理健康教育需要更加持续、具体和可操作的情绪调节支持。认知重评作为一种积极的情绪调节策略，通过改变个体对情绪事件的解释和评价，影响后续情绪体验、表达和行为反应，帮助学生以更合理、积极或中立的视角理解负性事件。人工智能对话系统具有结构化提问、即时反馈和重复训练等特点，可为认知重评训练提供新的辅助方式。本文从中学生情绪调节的现实需求出发，分析认知重评的理论基础及其适用性，探讨人工智能引导认知重评的作用机制，并提出学校实践路径与风险治理建议。人工智能引导认知重评，有助于将抽象的情绪调节策略转化为结构化、可操作、可重复的训练过程，但其应用应坚持教育辅助定位，在教师监督、隐私保护和风险转介机制下开展。
• DOI: 10.35534/es.0806125 (registering DOI)
• Cite: 陈翠，潘悦，狄吉祥．人工智能引导认知重评促进中学生情绪调节机制、实施路径与风险治理［J］．教育研讨，2026，8（6）：707-713．