抑郁倾向高中生归因训练的研究

发布时间：2018-07-12 09:18

本文选题：抑郁倾向高中生 + 归因方式　；参考：《中国特殊教育》2017年10期

【摘要】：目的:探讨归因训练能否改善抑郁倾向者的不合理归因方式,进而降低其抑郁水平。方法:采用抑郁自评量表选取62名具有抑郁倾向的高中生作为被试,将其随机分为两组:一组为实验组,进行了为期8周的归因训练;另一组为控制组,进行同等时长的自习课学习。结果:接受归因训练的抑郁倾向高中生归因方式向合理的方向转变:在成功情境下,更倾向于做内部、稳定的归因;而在失败情境下,更倾向于做外部、不稳定的归因;接受归因训练的抑郁倾向高中生更加相信成功结果是稳定、不变的原因造成的,而失败结果是不稳定、可变的原因造成的,并且愿意为今后的成功而付出努力;抑郁倾向高中生对结果的期望和情感反应都发生了积极的转化,抑郁水平有显著下降。结论:通过归因训练可以改善抑郁倾向高中生不合理的归因方式,并降低其抑郁水平。
[Abstract]:Objective: to explore whether attribution training can improve the irrational attribution style of depressive patients and then reduce their depression level. Methods: 62 high school students with depression tendency were randomly divided into two groups: one was the experimental group, and the other was the control group. Study for the same length of time. Results: the depressive tendency of high school students undergoing attribution training changed to a reasonable direction: in successful situations, they tended to do internal and stable attribution, while in failure situations, they were more inclined to do external and unstable attribution; The depression tendency of the high school students who received attribution training believed that the success result was stable and the same cause, but the failure result was unstable and variable cause, and was willing to make efforts for the future success; The depression tendency of high school students had positive transformation to the result expectation and the emotion reaction, the depression level had the remarkable decline. Conclusion: attribution training can improve the irrational attributional style of high school students with depression tendency and reduce their depression level.
【作者单位】：山东师范大学心理学院;鲁东大学教育科学学院;
【分类号】：G444

【相似文献】