混乱型依恋是指个体对依恋对象既恐惧又渴望联结的矛盾心理。依恋混乱模式具有普遍性，每个儿童身上均有混乱依恋模式的表现，程度高的儿童被归为混乱型依恋儿童。生活在贫困、留守、离异、父母压力过大或家庭破裂等环境中的儿童被归为混乱型依恋的比例高达80%。依恋混乱模式阻碍了儿童情绪与社会化发展，使其情绪调节能力遭到破坏，导致一系列情绪与人际问题。

情绪失调是混乱型依恋儿童的核心问题。然而，围绕混乱型依恋儿童情绪失调的研究仍有两点不足。第一，混乱型依恋儿童情绪失调表现的研究结论相互矛盾：有研究发现混乱型依恋儿童情绪失调以过度调节模式为主，另一部分研究发现混乱型依恋儿童情绪失调以调节不足模式为主。第二，影响混乱型依恋儿童情绪失调的机制尚未厘清。以往研究从情绪识别和情绪调节策略视角所得出的结论互相冲突，未能清楚解释混乱型依恋儿童情绪失调的机制。

针对以往研究存在的问题，本研究引入混乱型依恋的分类，同时以情绪目标为切入点提出如下解决思路：其一，研究发现儿童期混乱型依恋可以分为照顾型和敌对型两类，引入分类可以统合情绪失调表现的不一致结论。其二，情绪目标理论指出，情绪目标是个体在情绪调节时对期望获得的情绪状态的表征。情绪目标位于情绪调节过程最前端，它能够增加个体对情绪相关刺激的识别速度、影响情绪调节策略的选择，最终对情绪调节结果产生作用。设立与情境相匹配的情绪目标对情绪调节有积极影响。

因此，本研究基于情绪目标视角，探索情绪目标对混乱型依恋儿童情绪失调的影响及机制，为混乱型依恋儿童情绪失调的实践干预提供解决路径。

第一部分探究混乱型依恋儿童情绪失调表现的结论相互矛盾的原因，编制儿童期混乱型依恋的测评工具，为从情绪目标视角改善混乱型依恋儿童情绪失调奠定基础。研究1采用质性访谈法，通过主题分析和文本分析法验证了儿童期混乱依恋可划分为敌对型和照顾型两类。结果揭示了敌对型儿童以情绪调节不足模式为主，而照顾型儿童以情绪过度调节模式为主。研究2采用问卷调查法编制《儿童期混乱型依恋量表》。通过项目分析、因素分析证明了《儿童期混乱型依恋量表》包括敌对和照顾两个维度，量表统计学指标良好。相关分析再次证明敌对维度与情绪调节不足呈显著正相关；照顾维度与情绪调节过度呈显著正相关。研究3采用问卷调查法，通过建构链式中介模型验证了一般情绪目标在两种依恋混乱模式与情绪失调间的中介作用，强调了情绪目标在情绪调节过程中的重要性。

第二部分采用实验因果研究，基于儿童情境想象任务探讨情绪目标对两类混乱型依恋儿童情绪失调的影响机制。研究4操纵情境因素，考察四种情境对敌对型（敌对维度得分人数前27%）和照顾型（照顾维度得分人数前27%）的情绪目标及情绪失调影响。结果证明了两类混乱型依恋儿童情绪目标与情境不匹配导致其情绪失调。其中，照顾型儿童在四种情境中均呈现情绪过度调节模式，敌对型儿童均呈现情绪调节不足模式。研究5操纵情绪目标的价值性，探索情绪目标价值性对两类混乱型依恋儿童情绪失调的影响。结果证明情绪价值书写能够显著改善照顾型儿童情绪过度调节问题。研究6操纵情绪目标的自主性，探究情绪目标自主性对两类混乱型依恋儿童情绪失调的改善。结果证明增强情绪目标自主感能够显著改善照顾型儿童情绪过度调节问题，同时显著改善了敌对型儿童情绪调节不足的问题。

第三部分设计《混乱型依恋儿童情绪目标干预训练方案》，对混乱型依恋儿童的情绪目标进行系统、整体的干预以验证其对情绪失调的改善作用。研究7采用干预研究，设计《基于情绪目标的混乱型依恋儿童情绪失调干预训练》方案，并基于该方案，以团体辅导的形式分别对两类混乱型依恋儿童的情绪目标进行矫正，从而改善情绪失调问题。结果发现，干预组的两类混乱型依恋儿童情绪失调相关指标均有显著改善。

本研究通过对混乱型依恋进行分类，以情绪目标视角，发现了敌对型和照顾型儿童的情绪失调的不同表现与非适应性情绪目标的设立有关。同时揭示了情绪目标影响两类混乱型依恋儿童情绪失调的内部机制：情绪目标的情境匹配性、价值性和自主性。研究结论有利于丰富儿童期混乱型依恋和情绪目标的理论建构，为改善混乱型依恋儿童情绪失调问题提供临床干预的新视角与路径。

Disorganized attachment refers to the conflict between the individual's fear of and desire to associate with the attachment figure. Disorganized attachment patterns are universal and can be found in every child, with children having a high degree of disorganized attachment being classified as disorganized attachment. Children living in poverty, left-behind, divorced, stressed, or broken families are classified as disorganized attachment in up to 80% of cases. The disorganized attachment pattern hinders children's emotional and social development, disrupts their emotional regulation, and leads to a range of emotional and interpersonal problems.

Emotion dysregulation is a core symptom of disorganized attachment children. However, there are two gaps in the research surrounding emotion dysregulation in children with disorganized attachment. First, research findings on the performance of emotion dysregulation in children with disorganized attachment are conflicting: some studies have found that emotion dysregulation in children with disorganized attachment is dominated by an over-regulated pattern, while others have found that emotion dysregulation in children with disorganized attachment is dominated by an under-regulated pattern. Second, the mechanisms that influence the emotion dysregulation of children with disorganized attachment have not been clarified. Previous studies have drawn conflicting conclusions from the perspectives of emotion identification and emotion regulation strategies, and have failed to clearly explain the mechanisms underlying emotion dysregulation in children with disorganized attachment.

To address the problems of previous studies, this study introduces a classification of disorganized attachment and proposes the following solutions using emotional goals as the breakpoint: First, disorganized attachment in childhood was found to be divided into two categories: caregiving and hostile, and the introduction of the classification can unify the inconsistent findings of emotion dysregulation performance. Second, the emotion goal theory states that an emotion goal is the individual's representation of the desired emotional state during emotion regulation. Emotional goals are located at the forefront of the emotion regulation process and can increase the speed of recognition of emotion-related stimuli, influence the choice of emotion regulation strategies, and ultimately have an effect on the outcome of emotion regulation. Setting contextually appropriate emotion goals has a positive impact on emotion regulation.

Therefore, this study explores the effects and mechanisms of emotion goals on emotion dysregulation in children with disorganized attachment based on the perspective of emotion goal, and provides a solution path for the practical intervention of emotion dysregulation in children with disorganized attachment.

Study 1 used a qualitative interview approach to verify that childhood disorganized attachment could be classified into two categories, hostile and caregiving, through thematic analysis and text analysis. The results revealed that hostile children were dominated by an emotionally under-regulation model, whereas caregiving children were dominated by an emotionally over-regulation model. Study 2 used the questionnaire method to develop the Childhood Disorganized Attachment Scale. Item analysis and factor analysis demonstrated that the Childhood Disorganized Attachment Scale included both hostile and caregiving dimensions, and the scale statistical indicators were good. Correlation analysis again demonstrated that the hostility dimension was significantly and positively correlated with under-regulation of emotions; the caregiving dimension was significantly and positively correlated with over-regulation of emotions. Study 3 used questionnaires to verify the mediating role of general emotion goal between the two attachment disorganization patterns and emotion dysregulation by constructing a chain mediation model, which emphasized the importance of emotion goal in the process of emotion regulation.

In the second part, an experimental causal study was used to explore the mechanisms of the influence of emotional goals on the emotion dysregulation of children with two types of disorganized attachment based on a child contextual imagery task. The study 4 manipulated contextual factors to examine the effects of four contexts on emotion goal and emotion dysregulation in hostile (top 27% of hostile dimension scores) and caregiving (top 27% of caregiving dimension scores) types. The results demonstrated that the mismatch between emotion goal and context in the two types of disorganized attachment children led to their emotion dysregulation. Among them, caregiving children showed a pattern of emotional overregulation in all four contexts, and hostile children showed a pattern of emotional underregulation in all four contexts. Study 5 manipulated the valence of emotion goal to explore the effect of emotion goal valence on emotion dysregulation in two types of disorganized attachment children. The results demonstrated that emotion valence writing significantly improved caregiving children's emotion overregulation problems. Study 6 manipulated the autonomy of emotion goal to explore the improvement of emotion goal autonomy on emotion dysregulation in two types of disorganized attachment children. The results demonstrated that enhancing autonomy of emotion goal significantly improved caregiving children's emotion over-regulation problems, while significantly improving hostile children's emotion under-regulation problems.

The third part designed the Emotion Goal-Based Intervention Training for Emotion Dysregulation in Children with Disorganized Attachment to provide a systematic and comprehensive intervention on the emotion goal of children with disorganized attachment in order to verify its ameliorative effect on emotion dysregulation. Study 7 used an intervention study to design the Emotion Goal-Based Intervention Training for Emotion Dysregulation in Children with Disorganized Attachment program, and based on this program, group counseling was used to correct the emotion goal of each of the two types of children with disorganized attachment in order to improve their emotion dysregulation. The results found that the indicators related to emotion dysregulation of both types of disorganized attachment children in the intervention group showed significant improvements.

By classifying disorganized attachment with an emotion goal perspective, this study found that different performances of emotion dysregulation in hostile and caregiving children were associated with the establishment of non-adaptive emotion goal. It also revealed the internal mechanisms by which the emotion goal influences the emotion dysregulation of children with two types of disorganized attachment: contextual suitability, valence, and autonomy of the emotion goal. The findings of the study are helpful for enriching the theoretical constructs of disorganized attachment and emotion goal in childhood and providing new perspectives and pathways for clinical interventions to improve the emotion dysregulation of children with disorganized attachment.