初中生情绪变异性与自评精神症状的关系

发布时间：2018-03-04 17:41

本文选题：日重现法　切入点：情绪变异性　出处：《中国心理卫生杂志》2015年04期 　论文类型：期刊论文

【摘要】：目的:探讨初中生的情绪变异性与自评精神症状之间的关系。方法:采用分层抽样法,在四川省一所初中抽取129例学生(初一42例,初二47例,初三40例),采用日重现法(DRM)连续两周记录情绪变异性分数(情绪体验的标准差/情绪体验的均值),用症状自评量表(SCL-90)调查学生的自评性精神症状,青少年情绪调节问卷调查情绪调节策略使用情况。结果:日重现法得到的积极情绪分数显著高于消极情绪分数(2.7±0.7)vs.(1.4±0.3),P0.001,消极情绪变异性显著高于积极情绪变异性(0.4±0.1)vs.(0.3±0.1),P=0.012。消极情绪变异性、积极情绪变异性均与SCL-90总分有显著正相关(r=0.34,P0.001;r=0.24,P0.001)。消极情绪变异性和积极情绪变异性对SCL-90分数的直接效应显著(通径系数为0.28和0.21,P0.001)。认知重评的情绪调节策略对SCL-90分数的直接效应显著(通径系数为-0.24,P0.001),认知沉浸的情绪调节策略对SCL-90分数的直接效应显著(通径系数为0.14,P=0.037)。认知沉浸的情绪调节策略对消极情绪变异性直接效应显著(通径系数为0.13,P=0.041)。结论:积极情绪变异性和消极情绪变异性均可能导致初中生的自评精神症状增加。
[Abstract]:Objective: to investigate the relationship between emotional variability and self-assessment of mental symptoms in junior high school students. Methods: 129 students (42 junior high school students and 47 junior high school students) were sampled by stratified sampling method. In 40 cases of junior high school, the scores of emotional variability (standard deviation of emotional experience / mean of emotional experience) were recorded by DRM for two consecutive weeks. SCL-90 was used to investigate students' self-rated mental symptoms. Results: the scores of positive emotions obtained by daily reappearance method were significantly higher than that of negative emotion scores (2.7 卤0.7 vs 1.4 卤0.3) P0.001, and negative emotional variability was significantly higher than that of positive mood variability (0.4 卤0.1 vs.0.3 卤0.1). Negative emotional variability was significantly higher than that of negative emotional variability. There was a significant positive correlation between positive emotional variability and total score of SCL-90. Negative emotional variability and positive emotional variability had a significant direct effect on SCL-90 scores (path coefficient 0.28 and 0.21% P0.001). Cognitive reassessment of emotion regulation strategies had significant effect on SCL-90 scores. The direct effect was significant (path coefficient was -0.24p 0.001g), and the direct effect of emotion regulation strategy of cognitive immersion on SCL-90 score was significant (path coefficient was 0.14p 0.0371.The direct effect of cognitive immersion emotion regulation strategy on negative emotional variability was significant (path). Conclusion: both positive and negative emotional variability may lead to an increase in self-rated mental symptoms of junior high school students.
【作者单位】：华东师范大学心理与认知科学学院;
【基金】：2011年上海市教育科学基金青年项目(青少年积极情绪的特点、适应功能及教育干预研究)(B11014)
【分类号】：B844.2

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