高中生焦虑情绪调节：自我怜悯、接纳、认知重评与表达抑制的比较研究
发布时间：2018-07-25 09:49
【摘要】：焦虑是人们时常体验到的一种负性情绪。CattellSpielberger把焦虑分为状态焦虑与特质焦虑,前者指一种暂时性的状态,后者指人格上一种稳定的焦虑倾向。焦虑对个体的学习、生活、社会交往等方面有重要的影响,过度焦虑会引起睡眠障碍、考试焦虑、社会交往恐惧症等,影响高中生的身心发展。为此,人们对如何调节焦虑情绪进行了广泛的研究,发现表达抑制、认知重评、接纳与自我怜悯等四种情绪调节策略都对焦虑都有着一定的调节作用。但是,以往这些研究没有系统地比较认知重评、表达抑制、自我怜悯与接纳的情绪调节效果的差异,没有考虑到个体特质差异和状态焦虑水平差异对这些情绪调节策略的调节效果的影响。致使面临不同焦虑特质或不同状态焦虑水平个体时,我们对究竟应该采用何种调节策略进行干预,无从知晓。为此,本研究采用4×2×2的三因素的被试间实验设计,探讨四种情绪调节策略在不同焦虑特质或不同状态焦虑水平下的适用性。其中第一个因素是焦虑情绪调节策略,包括四个水平,分别是认知重评、表达抑制、接纳与自我怜悯;第二个因素是特质焦虑水平,包括两个水平,分别是高特质焦虑与低特质焦虑;第三因素是状态焦虑等级,包括两个水平,分别是高状态焦虑与低状态焦虑。本研究通过随机呈现指导语的方式,用不同的情绪调节策略引导学生进行情绪调节。认知重评的指导语从认知疗法(Beck,2011)中具有代表性的策略中抽取出来,通过让被试用理性反思自己的内在想法,进而转变不合理的想法。表达抑制的指导语改编自谢莉等人(2010)的“情绪抑制和认知重评对边缘型人格障碍(BPD)患者负性情绪的影响”的研究。主要让被试压抑自己的情绪感受与表情,不让他人觉察出来。接纳的指导语由Affect regulation training疗法中训练技能系列中提取出来(Berking,2010;BerkingWhitley,2014)。主要强调让被试接纳而不是逃避让自己痛苦的想法和感受,观察、理解自己内心的这些想法感受。自我怜悯的指导语由Affect regulation training疗法中训练技能系列中提取出来(Berking,2010;BerkingWhitley,2014)。主要通过让被试从旁观者的角度,用怜悯友好的态度观察自己,用悲悯的情感安慰自己、鼓励自己。同时,本研究采用Charles D.Spielberger等人编制的“特质焦虑量表”区分被试的特质焦虑水平,把被试分为高特质焦虑和低特质焦虑两种类型;接着,采用高丽(2014)研究中运用的“失败诱导测验”,引发被试的状态焦虑。然后使用Charles D.Spielberger等人编制的“状态焦虑量表”对诱导后被试的状态焦虑进行测试,区分出高状态焦虑和低状态焦虑两种类型。然后对这2×2四组中的每一组被试分别随机实施四种调节策略的干预,然后再次施测“状态焦虑量表”,考察被试在干预前后状态焦虑的变化情况,将干预前后的状态焦虑量表得分的差值作为因变量。以期为不同特质焦虑水平的被试、不同状态焦虑水平的被试进行调节指导时选用何种调节策略提供一定的依据。研究共92名被试,均为高中学生,其中男生45人,女生47人。最终得出如下结论:1.对于低状态焦虑水平者,各个情绪调节策略的调节效果都不好,因为焦虑情绪本身强度低。2.自我怜悯、认知重评与表达抑制对于高状态焦虑水平者的情绪调节效果显著比低状态焦虑者更好,接纳对不同状态焦虑水平的被试的情绪调节效果差异不显著。3.对于高特质焦虑水平被试,接纳、认知重评与表达抑制的情绪调节效果显著比自我怜悯好。4.接纳与认知重评对高特质焦虑水平的被试的情绪调节效果显著好于对低特质焦虑被试。
[Abstract]:Anxiety is a kind of negative emotion.CattellSpielberger people often experience. The anxiety is divided into state anxiety and trait anxiety. The former refers to a temporary state, the latter refers to a stable tendency of anxiety in personality. Anxiety has an important influence on individual learning, life, social communication and so on, and excessive anxiety will cause sleep disorder. Examination anxiety and social communication phobia affect the physical and mental development of high school students. Therefore, people have conducted extensive research on how to regulate anxiety. Four emotional adjustment strategies, such as expression inhibition, cognitive reassessment, acceptance and self pity, have a certain regulating effect on anxiety. However, these studies have not been systematically studied in the past. The difference in the effect of cognitive reassessment, expression inhibition, self pity and acceptance, does not take into account the influence of individual trait differences and state anxiety levels on the adjustment effect of these emotional adjustment strategies. In this study, the 4 x 2 x 2 factors were designed to explore the applicability of the four emotion regulation strategies under different anxiety traits or different state anxiety levels. The first factor was the adjustment strategy of anxiety, including four levels, which were cognitive reassessment and expression inhibition, respectively. Acceptance and self pity; the second factor is the level of trait anxiety, including two levels, high trait anxiety and low trait anxiety, the third factor is the level of state anxiety, including two levels, high state anxiety and low state anxiety. The students do emotional adjustment. The guidance of cognitive reassessment is extracted from the representative strategies of cognitive therapy (Beck, 2011). By making a rational introspection of their own inner thoughts, and then transforming irrational ideas. The guidance of expression inhibition is adapted from Sherrie and other people (2010) "emotional inhibition and cognitive reassessment to marginal type." The study of the effect of negative emotion on personality disorder (BPD) patients. The subjects were mainly to suppress their emotional feelings and expressions and not to be aware of them. The accepted guidance was extracted from the Training Skills Series in the Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). Avoid the thoughts and feelings of pain, observe and understand the feelings of their inner feelings. The guidance of self pity is extracted from the training skills series of Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). At the same time, this study uses the "trait anxiety scale" compiled by Charles D.Spielberger and others to distinguish the trait anxiety level of the subjects, and divides the subjects into two types of high trait anxiety and low trait anxiety; then, the "failure induction test" used in the study of Korea (2014) is used to trigger the subjects. State anxiety was then used to test the state anxiety of the induced subjects using the "state anxiety scale" compiled by Charles D.Spielberger et al. To distinguish two types of high state anxiety and low state anxiety. Then, each group in the 2 x 2 four groups randomly implemented the intervention of four adjustment strategies, and then repeated the test. The state anxiety scale was used to examine the change of state anxiety before and after the intervention, and the difference of the score of the state anxiety scale before and after intervention was used as the dependent variable. In order to be the subjects of different trait anxiety levels, the subjects of different state anxiety levels provided a certain basis for the adjustment strategy in the adjustment guidance. A total of 92 studies were studied. The subjects were all senior high school students, including 45 boys and 47 girls. Finally, the following conclusions were drawn: 1. for those with low state anxiety, the adjustment effect of each emotional adjustment strategy was not good, because the anxiety was low.2. self pity, and the effect of cognitive reassessment and expression on the high state anxiety level was significant. There was no significant difference in the emotional regulation effect of the subjects with different state anxiety levels..3. was significantly more effective than the high trait anxiety level subjects, acceptance, cognitive reassessment and expression inhibition were significantly more effective than self pity.4. acceptance and cognitive reassessment on the emotional regulation effect of high trait anxiety levels. The results were better than those of low trait anxiety.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B844.2
本文编号：2143424
[Abstract]:Anxiety is a kind of negative emotion.CattellSpielberger people often experience. The anxiety is divided into state anxiety and trait anxiety. The former refers to a temporary state, the latter refers to a stable tendency of anxiety in personality. Anxiety has an important influence on individual learning, life, social communication and so on, and excessive anxiety will cause sleep disorder. Examination anxiety and social communication phobia affect the physical and mental development of high school students. Therefore, people have conducted extensive research on how to regulate anxiety. Four emotional adjustment strategies, such as expression inhibition, cognitive reassessment, acceptance and self pity, have a certain regulating effect on anxiety. However, these studies have not been systematically studied in the past. The difference in the effect of cognitive reassessment, expression inhibition, self pity and acceptance, does not take into account the influence of individual trait differences and state anxiety levels on the adjustment effect of these emotional adjustment strategies. In this study, the 4 x 2 x 2 factors were designed to explore the applicability of the four emotion regulation strategies under different anxiety traits or different state anxiety levels. The first factor was the adjustment strategy of anxiety, including four levels, which were cognitive reassessment and expression inhibition, respectively. Acceptance and self pity; the second factor is the level of trait anxiety, including two levels, high trait anxiety and low trait anxiety, the third factor is the level of state anxiety, including two levels, high state anxiety and low state anxiety. The students do emotional adjustment. The guidance of cognitive reassessment is extracted from the representative strategies of cognitive therapy (Beck, 2011). By making a rational introspection of their own inner thoughts, and then transforming irrational ideas. The guidance of expression inhibition is adapted from Sherrie and other people (2010) "emotional inhibition and cognitive reassessment to marginal type." The study of the effect of negative emotion on personality disorder (BPD) patients. The subjects were mainly to suppress their emotional feelings and expressions and not to be aware of them. The accepted guidance was extracted from the Training Skills Series in the Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). Avoid the thoughts and feelings of pain, observe and understand the feelings of their inner feelings. The guidance of self pity is extracted from the training skills series of Affect regulation training therapy (Berking, 2010; BerkingWhitley, 2014). At the same time, this study uses the "trait anxiety scale" compiled by Charles D.Spielberger and others to distinguish the trait anxiety level of the subjects, and divides the subjects into two types of high trait anxiety and low trait anxiety; then, the "failure induction test" used in the study of Korea (2014) is used to trigger the subjects. State anxiety was then used to test the state anxiety of the induced subjects using the "state anxiety scale" compiled by Charles D.Spielberger et al. To distinguish two types of high state anxiety and low state anxiety. Then, each group in the 2 x 2 four groups randomly implemented the intervention of four adjustment strategies, and then repeated the test. The state anxiety scale was used to examine the change of state anxiety before and after the intervention, and the difference of the score of the state anxiety scale before and after intervention was used as the dependent variable. In order to be the subjects of different trait anxiety levels, the subjects of different state anxiety levels provided a certain basis for the adjustment strategy in the adjustment guidance. A total of 92 studies were studied. The subjects were all senior high school students, including 45 boys and 47 girls. Finally, the following conclusions were drawn: 1. for those with low state anxiety, the adjustment effect of each emotional adjustment strategy was not good, because the anxiety was low.2. self pity, and the effect of cognitive reassessment and expression on the high state anxiety level was significant. There was no significant difference in the emotional regulation effect of the subjects with different state anxiety levels..3. was significantly more effective than the high trait anxiety level subjects, acceptance, cognitive reassessment and expression inhibition were significantly more effective than self pity.4. acceptance and cognitive reassessment on the emotional regulation effect of high trait anxiety levels. The results were better than those of low trait anxiety.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B844.2
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