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大学生情绪调节策略的结构、特点及有效性研究

发布时间:2018-09-02 09:52
【摘要】:情绪调节策略是个体为了达到情绪调节的目的而有意图、有计划的努力和做法。本研究在综述以往情绪调节及情绪调节策略理论和实证研究基础上,对大学生情绪调节策略的结构、特点及有效性进行了探讨。 研究一,大学生情绪调节策略的结构。采用深度访谈法和问卷法,自编大学生情绪调节策略问卷,考察大学生的情绪调节策略,以探讨大学生对日常生活和学习中常见的三种情绪(悲伤、愤怒、快乐)调节策略的结构。 研究二,大学生情绪调节策略的特点。采用大学生情绪调节策略问卷考察大学生的情绪调节策略的使用次序差异和性别差异。 研究三,大学生情绪调节策略的有效性研究。采用实验室实验法考察愤怒、悲伤和快乐情绪调节策略中的共同策略——认知重评和表达抑制策略的有效性,通过其生理指标及主观体验探讨两种策略在三种情绪下的差异。 在对上述三个研究结果分析与讨论的基础上,本研究得出以下主要结论: 1本研究编制的大学生情绪调节策略问卷具有良好的信度和效度,可以作为测评大学生愤怒、悲伤和快乐情绪调节策略的工具。 2大学生消极情绪调节策略的结构具有一致性。其中愤怒和悲伤情绪调节策略的结构都包括情境选择、情境修正、注意转移、认知重评、表达抑制和人际支持六个维度。大学生积极情绪和消极情绪调节策略的结构不一致。快乐情绪调节策略的结构包括快乐寻求、支持分享、认知重评和表达抑制四个维度。 3大学生愤怒情绪调节策略使用从高到低依次是情境选择、注意转移、认知重评、表达抑制、情境修正、人际支持。大学生悲伤情绪调节策略使用从高到低依次是注意转移、情境选择、认知重评、表达抑制、人际支持、情境修正。大学生快乐情绪调节策略使用从高到低依次是快乐寻求、支持分享、表达抑制、认知重评。 4大学生愤怒、悲伤和快乐情绪调节策略存在性别差异。大学生在进行愤怒和悲伤情绪调节时,女生比男生更倾向于使用人际支持和情境选择策略;男生比女生更倾向于使用表达抑制策略。大学生在进行快乐情绪调节时,女生比男生更倾向于使用快乐寻求和支持分享策略。 5认知重评和表达抑制策略在愤怒、悲伤和快乐情绪诱发下的主观体验和生理反应存在差异。认知重评策略能有效减弱愤怒、悲伤和快乐情绪的主观体验。表达抑制策略不能有效的减弱愤怒和悲伤情绪的主观体验,可以减弱快乐情绪的主观体验。表达抑制引起了愤怒、悲伤和快乐情绪更大的交感神经唤醒(手指血容振幅显著降低)。
[Abstract]:The emotion regulation strategy is the individual has the intention, the plan effort and the practice in order to achieve the emotion regulation goal. On the basis of summarizing the previous theories and empirical studies of emotion regulation and emotion regulation strategies, this study discusses the structure, characteristics and effectiveness of college students' emotion regulation strategies. First, the structure of college students' emotion regulation strategies. In order to explore the three common emotions (sadness, anger) in college students' daily life and study, a self-designed questionnaire on emotion regulation strategies of college students was made by means of in-depth interviews and questionnaires, and investigated the emotion regulation strategies of college students in order to find out three common emotions (sadness and anger) in their daily life and study. Happiness) regulates the structure of strategies. Second, the characteristics of college students' emotion regulation strategies. The use order and gender difference of emotion regulation strategies of college students were investigated by using the questionnaire of emotion regulation strategies of college students. Third, the effectiveness of college students' emotion regulation strategies. The effectiveness of cognitive reappraisal and expression inhibition strategies, which are the common strategies in the regulation of anger, sadness and happiness, were investigated by laboratory experiments, and the differences between the two strategies under the three emotions were discussed through their physiological indexes and subjective experiences. Based on the analysis and discussion of the results of the above three studies, the main conclusions are as follows: 1 the questionnaire developed by this study has good reliability and validity; It can be used as a tool to evaluate the emotion regulation strategies of anger, sadness and happiness of college students. 2 the structure of negative emotion regulation strategies of college students is consistent. The structure of anger and sadness regulation strategies includes six dimensions: situational selection, situational modification, attention transfer, cognitive reappraisal, expression inhibition and interpersonal support. The structure of positive and negative emotion regulation strategies of college students is not consistent. The structure of happy emotion regulation strategies includes four dimensions: happiness seeking, support sharing, cognitive reevaluation and expression inhibition. 3 the use of anger emotion regulation strategies of college students is situational selection, attention transfer, from high to low. Cognitive reappraisal, expression inhibition, situational modification, interpersonal support. The order of college students' sadness regulation strategies from high to low is attention transfer, situational selection, cognitive reevaluation, expression inhibition, interpersonal support and situational modification. The order from high to low is happiness seeking, support sharing, expression inhibition, cognitive re-evaluation. 4 there are gender differences in emotion regulation strategies of university students. Female students were more likely to use interpersonal support and situational selection strategies than boys, and boys were more likely to use expression inhibition strategies than girls. The female students were more likely to use the happiness seeking and supporting sharing strategies than the boys. 5 Cognitive reappraisal and expression inhibition strategies were used in anger. There were differences in subjective experience and physiological response induced by sadness and happiness. Cognitive reappraisal strategies can effectively reduce the subjective experience of anger, sadness and happiness. Expression inhibition strategy can not effectively weaken the subjective experience of anger and sadness, can weaken the subjective experience of happy emotion. Inhibition of expression leads to a greater sympathetic arousal of anger, sadness, and happiness (a significant decrease in the amplitude of the blood volume of the finger).
【学位授予单位】:辽宁师范大学
【学位级别】:博士
【学位授予年份】:2009
【分类号】:B844.2

【引证文献】

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