聋校初中生情绪调节策略特点研究

发布时间：2018-05-08 13:59

本文选题：聋校 + 聋校初中生　；参考：《辽宁师范大学》2012年硕士论文

【摘要】：良好的情绪是衡量个体心理健康的重要标准，学会调节和管理自己的情绪是一个人适应社会的重要条件。对于聋生来讲，运用情绪调节策略，合理地调控情绪能使他们正确认识自己，促进自身心理健康，建立和谐的人际关系，培养良好的社会适应能力。开展对聋生情绪调节策略特点的研究，有助于学校开展相关的心理健康教育，帮助聋生掌握情绪调节的技巧，使他们更好地适应和融入社会。本研究选取了聋校和普校七、八、九年级的117名学生作为被试，其中聋校学生55人，普校学生62人，采用意欲引发快乐、愤怒、恐惧、悲伤情绪的情绪小品文为研究工具，以情境法和访谈相结合的方法对分心——回避、认知重组、寻求支持、工具性应对、发泄，攻击六种情绪调节策略的特点进行调查研究，主要探讨了聋校和普校初中生情绪调节策略的整体特征，以及在性别、年级上是否存在差异。结果表明:1.聋校初中生与普校初中生调节情绪时所采用的六种策略之间存在显著差异；2.聋校男女学生使用情绪调节策略存在性别差异，普校初中男女学生使用情绪调节策略未见差异；3.各年级聋校和普校初中生的六种情绪调节策略之间均存在极其显著差异。由此提出的教育建议是加强语言实践，提高聋生的语言表达能力；调整聋生的认知，引导聋生正视现实；教会聋生合理地调控情绪；重视营造和谐的人文环境。
[Abstract]:Good emotion is an important criterion to measure the mental health of an individual. Learning to adjust and manage their emotions is an important condition for a person to adapt to the society. For deaf students, the use of emotional adjustment strategies and reasonable control of emotions can make them understand themselves correctly, promote their own mental health, establish a harmonious interpersonal relationship, and cultivate a good relationship. It is helpful for the school to carry out relevant mental health education, help the deaf students to master the skills of emotion regulation, and make them better adapt to and integrate into the society.
In this study, 117 students from seven, eight and nine grades in school for the deaf and general school were selected as subjects, of which 55 students in school for the deaf and 62 of school students were selected as the research tools which were intended to cause happiness, anger, fear and sadness. The characteristics of sexual coping, venting and attacking six kinds of emotional adjustment strategies are investigated. The overall characteristics of emotional adjustment strategies for deaf schools and middle school students are mainly discussed, and whether there are differences in sex and grade in grade.
The results showed that there were significant differences between the six strategies used by the junior middle school students in the deaf school and the middle school junior high school students. 2. there were gender differences in the use of emotional adjustment strategies in 2. deaf schools, and there was no difference in the use of emotional adjustment strategies among the boys and girls in the middle school; and the six emotional adjustment strategies of the deaf and school junior high school students in 3. grades. There are extremely significant differences between them.
The educational suggestion is to strengthen the language practice, improve the language expression ability of the deaf students, adjust the cognition of the deaf students, guide the deaf students to face the reality, teach the deaf students to regulate their emotions reasonably, and attach importance to the construction of a harmonious humanistic environment.

【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G762

【参考文献】