情绪感知，是指通过他人的面部表情、言语声调、身体姿态等准确加工及解读他人情绪信息的能力，被认为是情绪智力的重要成分。情绪信息作为重要的社会参照，指导个体理解他人的想法、感受和意图，继而做出适当的反应。本研究旨在开发适合中国青少年的情绪感知能力测验——既有传统的静态情绪图片测验，也有结合现代多媒体技术的动态视频测验，并基于这两个测验，多角度全方位考察青少年情绪感知能力的发展特点，检验青少年情绪感知能力与其共情、同伴接纳水平的关系。 研究1为青少年情绪感知能力测验的编制，其中，研究1a通过情绪图片库常模数据比对、课题组初筛、青少年预测、专家评定等环节，确定情绪感知能力测验的图片材料、对应选项以及计分方式，形成由8张面孔图片组成、涉及6种基本情绪的青少年情绪感知能力图片测验。研究1b在成人版情绪识别测验(Wang, Hawk, Tang, Schlegel, & Zou, 2018)的基础上，采用项目反应理论进一步筛选视频材料，修订形成包含32段视频、涉及8种基本和复杂情绪的青少年情绪感知能力视频测验。 研究2采用正式编制和修订的青少年情绪感知能力图片测验和视频测验，分别在北京、大连、武汉、西安、广州5个城市选取3595名小学五六年级、初中一二年级、高中一二年级青少年完成图片测验，在北京市另取422名同年级青少年完成视频测验，两个测验互为补充，全面系统考察青少年情绪感知能力的发展特点，并结合基本共情量表和同伴评定量表，检验青少年情绪感知能力与共情、同伴接纳之间的关系。 本研究主要结果如下： 1. 本研究编制和修订的青少年情绪感知能力图片和视频测验均符合心理测量学认可的信度和效度。两种不同方式的测验均能有效考察青少年的情绪感知能力，其结果相关性和一致性较高。 2. 青少年的情绪感知能力存在显著年级差异，总体呈现出随年级增长而不断提升的趋势，且这一趋势在两种不同方式的测验下均存在。具体而言，小学五年级学生的得分显著低于其他5个年级，高一、高二学生的得分显著高于其他4个年级；在小六至初二阶段，两种测验的结果略有差异：图片测验发现，小六和初二学生的得分显著低于初一；视频测验发现，三者不存在显著差异。此外，视频测验年级差异的效应量相对大于图片测验。 3. 青少年对不同类型情绪的感知能力存在显著差异。其中，愤怒、恐惧、被逗乐及高兴是最容易被识别的情绪，其次是不满、满足和悲伤，感兴趣最不容易被识别。此外，青少年对不同类型情绪的感知能力与年级存在显著交互作用，8种情绪的感知得分均存在显著年级差异。其中，在被逗乐、不满、满足、悲伤和感兴趣这5种情绪上，高年级的得分均大于低年级；而在愤怒、恐惧和高兴情绪上，并未发现有规律的年级差异，且效应量较低。 4. 青少年的情绪感知能力存在显著性别差异，女生的表现始终优于男生，这一结果在两种测验下均存在，视频测验性别差异的效应量相对大于图片测验。此外，青少年对不同类型情绪的感知能力与性别的交互作用不显著：除在不满和愤怒情绪上，女生的得分显著高于男生，在其他6种情绪上均未发现显著的性别差异。 5. 青少年在情绪迫选标签任务的错误作答具有一定规律性，最可能选择同效价同唤醒度的错误情绪，其次是同效价不同唤醒度，然后是不同效价同唤醒度，最后是不同效价不同唤醒度的错误情绪。 6. 青少年情绪感知能力、共情、同伴接纳两两之间呈现正相关。其中，视频测验下情绪感知能力与共情、同伴接纳的相关系数（效应量）更大。 7. 共情在青少年情绪感知能力与同伴接纳之间起部分中介作用：情绪感知能力部分通过认知共情和情感共情，正向促进青少年的同伴接纳水平，其中认知共情的中介效应略大于情感共情，共情的总间接效应小于情绪感知能力的直接效应。这一结果在两种测验下均存在，且视频测验的间接效应和直接效应均大于图片测验。

Emotion perception ability (EPA), is generally defined as the decoding of emotion expressed by another person verbally, facially, with the body, or through a combination of these modalities, which has been considered as an important component of emotional intelligence. It also performs a vital function in the process of social adjustment，which guides individuals to infer about others' thoughts, feelings and intentions, and then make appropriate responses. The present research was to develop emotion perception ability test for Chinese juveniles, both the traditional static EPA test composed of facial stimulus, and the dynamic EPA test composed of emotional video clips. Based on these two tests, further explored developmental characteristics of juveniles’ EPA, and its relationship with empathy and peer acceptance. Study 1 aimed to develop juveniles’ emotion perception ability test. In Study 1a, norm comparison, preliminary screening, pilot study in juveniles and expert assessment were conducted to select facial stimulus, generate options, determine scoring method, and finally develop the static EPA test, involving 8 facial stimulus and 6 basic emotions. Based on the Chinese adult version of emotion recognition test(Wang et al., 2018), Study 1b further selected video·materials suitable for Chinese juveniles through Item Response Theory (IRT). The final dynamic EPA test included 32 video materials involving 8 basic and complex emotions. Study 2 adopted the static EPA test and dynamic EPA test developed in Study 1 with 3595 juveniles from five Chinese cities and another 422 juveniles from Beijing, respectively, to explore developmental characteristics of juveniles’ EPA. Then combined with basic empathy scale and peer rating scale, further discussed its relationship with empathy and peer acceptance. The present study posed that: 1. The research developed the static EPA test and the dynamic EPA test. Validity and reliability analyses showed that the psychometric qualities of these two teats were acceptable. Among them, the internal consistency reliability of the static EPA test was relatively low, which may be related to the diversity of emotional expressions. Two different tests both can effectively investigate juveniles' emotion perception ability, and the results were highly consistent. 2. There was a significant grade difference on juveniles’ emotion perception ability, which generally showed a trend of continuous improvement with grade growth, and this trend existed in two different tests. The score of 5th grade students in primary school was significantly lower than that of other 5 grades. The score of 10th grade and 11th grade students in senior high school were significantly higher than that of other 4 grades.. However, from 6th to 8th grade, the results of the two tests showed slight differences: the static EPA test showed that the scores of the students in the 6th grade and the 8th grade were significantly lower than those in the 7th grade, and the dynamic EPA test showed no significant differences among the three. In addition, the effect of grade difference in the dynamic EPA test was larger than that in the static EPA test. 3. There were differences in the perception of different emotions. Anger, fear, amusement and joy were the most easily recognized emotions, followed by irritation, pleasure and sadness, and interest was the least easily recognized. Furthermore, the interaction effect of emotion categories and grades was significant, and there were significant differences in the performance of the 8 emotions of different grades. In the five emotions of amusement, irritation, pleasure, sadness and interest, the score of the senior grade was higher than that of the junior grade. No regular grade difference was found in anger, fear and joy, and the effect size was low as well. 4. There was a significant gender difference on juveniles’ emotion perception ability, and girls' performance was always better than boys'. This result existed in both tests, and the effect size of gender difference in the dynamic EPA test was larger than that in the static EPA test. Furthermore, the interaction effect of emotion categories and gender was not significant, but in terms of irritation and anger, the score of female students was significantly higher than that of male students, and there was no gender difference in the other six emotions. 5. The incorrect answers were distributed regularly in the forced choice labeling task. Juveniles were most likely to choose other wrong emotions with the same valence and same arousal, followed by emotions with the same valence and different arousal, emotions with different valence and same arousal, and emotions with different valence and different arousal. 6. There was a positive correlation between juveniles’ emotion perception ability, empathy and peer acceptance. Among them, the overall score of emotion perception in the dynamic EPA test was more correlated with empathy and peer acceptance. 7. Empathy played a partial mediating role between juveniles’ emotion perception ability and peer acceptance. That is, emotion perception ability enhanced juveniles’ peer acceptance by promoting empathy, among which the mediating role of cognitive empathy was greater than emotional empathy, and the total indirect effect was smaller than the direct effect of emotion perception ability. This result existed in both tests, and the indirect effect and direct effect of the dynamic EPA test were larger than those of static EPA test.