高社交焦虑大学生的解释偏向

发布时间：2019-06-13 22:33

【摘要】： 大学阶段的社会交往对于大学生人格的健全发展和社会化的顺利完成具有重要的意义。对大学生社交焦虑的调查显示,约有16%左右的大学生报告有比较严重的社交焦虑,影响了他们的学习和人际交往,给他们带来很大的痛苦。 Clark和Wells (1995)提出社交焦虑的认知模型,认为对信息的消极解释偏向导致了社交焦虑症状的持续,这也得到了很多研究的支持。不过目前的研究多采用文本材料范式进行离线(off-line)研究,而在线/即时(on-line)研究较少；对含糊信息的解释偏向研究较多,对积极或消极信息研究较少。为了对社交焦虑的解释过程有更深入的了解,本研究从认知心理学的角度出发,采用文本材料范式和反应时范式来探究高社交焦虑大学生的解释偏向特点；并且结合解释偏向和记忆偏向的关系进一步考察解释偏向的记忆基础,尤其是关注自传式记忆中的解释偏向；在此基础上结合个案研究考察解释偏向在临床中的应用。具体分为五个研究来进行：研究一使用交往焦虑量表(IAS)调查大学生社交焦虑的现状,结果发现,大学生社交焦虑状况基本呈正态分布,上海大学生的社交焦虑程度显著高于山东、武汉大学生；大学生的社交焦虑不存在性别、专业差异；存在年级差异：大二时社交焦虑水平最高,大三时最低,大四时又呈上升趋势。研究二以高低社交焦虑大学生为被试(IAS得分的高低27%),采用文本材料范式研究高社交焦虑大学生的离线解释偏向。这部分主要包含了三个实验：实验一考察高社交焦虑大学生对含糊事件的解释偏向,实验二考察不同性质事件的解释偏向,实验三考察自我相关信息与他人相关信息的解释差异。结果发现,与低社交焦虑大学生相比,高社交焦虑大学生对含糊、积极和消极的社交事件既存在消极解释偏向,也缺乏积极解释偏向；高社交焦虑大学生的解释偏：向仅在解释自我信息时才表现出来,解释他人信息时会更加积极；对社交情境的消极解释偏向与社交焦虑呈显著正相关,积极解释偏向与社交焦虑呈显著负相关。研究三采用反应时范式考察高低社交焦虑大学生的即时解释偏向。这部分包含了两个实验：实验一考察高社交焦虑大学生对含糊事件的即时解释偏向,实验二考察高社交焦虑大学生对不同性质事件的即时解释偏向。结果发现,高社交焦虑大学生对含糊事件和消极事件都产生即时的消极解释偏向,对积极事件不仅产生即时的消极解释,还产生即时积极解释偏向；低社交焦虑组对积极和消极事件都产生即时积极解释偏向,对含糊事件未表现出任何解释偏向。结合研究二和研究三的结果,本文认为高社交焦虑大学生对外在社交信息进行解释时,存在两个阶段：(1)即时解释阶段,该阶段受到事件性质的影响,对含糊事件和消极事件都产生即时的消极解释；对积极事件不仅产生即时消极解释,也产生即时积极解释；(2)消极解释的固着阶段,此时,不管是对含糊事件,还是积极或消极事件,高社交焦虑者都倾向于固着在消极解释上,很难调整认知的角度,产生积极的解释。研究四从自传式记忆的角度来考察解释偏向。通过对高低社交焦虑大学生自传式回忆的质性分析,考察自传式回忆中的解释偏向及自传式回忆的特征,结果发现,与低社交焦虑组相比,高社交焦虑组报告的自传式记忆中消极解释更多,积极解释和责他解释更少；高社交焦虑组更关注“他人视角的自我相关信息”,报告的感觉信息更多,表达焦虑/害怕情绪的词更多,也更倾向于回避社交场合。研究五采用个案研究,考察解释偏向在临床实践中的应用。结果得出：在运用传统的认知行为疗法对社交焦虑者进行咨询和治疗时,突出解释偏向这一认知环节,调整消极的解释偏向,加强积极解释的训练,有助于提升治疗的效果。本研究的创新之处在于不仅考察了高社交焦虑大学生对不同性质事件的解释偏向,还通过不同的范式研究了社交焦虑的离线解释偏向和即时解释偏向,提出了解释的阶段理论模型,深化了社交焦虑的解释偏向研究,对临床的个案工作提供了理论指导。今后,应加强从多学科的角度对解释偏向进行研究,并加强解释偏向在社交焦虑临床干预中的效果研究。
[Abstract]:The social interaction in the university stage is of great significance to the sound development of the college students' personality and the successful completion of the socialization. The survey of the social anxiety of the college students shows that about 16% of the college students reported more serious social anxiety, which affected their learning and interpersonal communication and brought great pain to them. Clark and Wells (1995) put forward a cognitive model of social anxiety, and the negative interpretation of information has led to the persistence of social anxiety symptoms, which has also been studied. However, the online/ immediate (on-line) research is less, the interpretation of ambiguous information is more research, and positive or negative information is research. In order to get a better understanding of the explanation of social anxiety, this study, from the point of view of cognitive psychology, uses the form of text material and the pattern of response to explore the explanation of high-social anxiety college students. To further study the memory base of the interpretation bias in combination with the explanation of the relationship between the bias and the memory bias, in particular the interpretation bias in the self-transmission memory; and on the basis of the case study, the interpretation of the bias is in clinical practice. The application of the method is divided into five studies. The results show that the social anxiety of college students is normally distributed, and the degree of social anxiety of the college students is significantly higher than that of the mountain. East and Wuhan university students; the social anxiety of the college students does not have the gender and the professional difference; there is the grade difference: when the second time, the social anxiety level is the highest, the third is the lowest, and the big four The second is to study the high and low social anxiety college students to be tested (the high and low 27% of the IAS score), and to study the high social focus by using the text material paradigm This part mainly includes three experiments: one study of the explanation of the high-social anxiety college students to the ambiguous event, the experiment two to examine the explanation bias of the different property events, and the experiment three to examine the self-related information. The result shows that, compared with the low-social-anxiety college students, the high-social-anxiety college students have both negative interpretation and positive interpretation bias for social events with vague, positive and negative social events, and the explanation of the high-social anxiety college students: to only the solution When releasing self-information, it is more active when explaining the information of others; the negative interpretation of the social situation is positively related to the social anxiety, and the bias is interpreted positively There was a significant negative correlation with social anxiety. The real-time interpretation of the low-social anxiety college students. This part includes two experiments: an experimental study of high-social anxiety college students' immediate interpretation of the ambiguous events, and the experiment two to examine the high-social anxiety university. The result shows that the high-social anxiety college students have an immediate negative interpretation bias for both the ambiguous and negative events, not only the immediate elimination of the positive events, in general, that positive and negative events of the low-social anxiety group have an immediate and positive interpretation of the bias, There are two stages: (1) an immediate interpretation phase, which is affected by the nature of the event, and An immediate negative interpretation of both ambiguous and negative events; an immediate negative interpretation of a positive event and an immediate and positive interpretation; (2) a negative interpretation of the fixation phase, at which time, whether it is an ambiguous event or a positive or negative event, the high social anxiety to fix in a negative explanation On the other hand, it is difficult to adjust the angle of cognition and produce a positive explanation. Based on the qualitative analysis of the self-transmission memory of the college students with high and low social anxiety, the characteristics of the interpretation bias and the self-transmission memory in the self-transmission memory are investigated, and the results are found in the same way as the low-social anxiety group. The negative explanation in the self-transmission memory reported by the higher social anxiety group is more, the positive explanation and the responsibility are less, the high social anxiety group is more concerned with the "Self-related information from other people's perspective", the reported feeling information is more, the expression The words of anxiety/ fear are more and more inclined to avoid social situations. The results are as follows: When the traditional cognitive behavior therapy is used to consult and treat the social anxiety, this cognitive link is highlighted and the adjustment is adjusted. The innovation of this study is to study not only the interpretation of the high-social anxiety college students' interpretation of the events of different nature, but also the different paradigm. The off-line interpretation bias and immediate interpretation bias of social anxiety, and put forward the stage theory model of explanation. In the future, it is necessary to strengthen the study of the multi-disciplinary angle.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：B844.2

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