大学生成人依恋、情绪调节自我效能感与抑郁情绪的关系研究

发布时间：2018-03-26 05:00

本文选题：大学生　切入点：成人依恋　出处：《四川师范大学》2016年硕士论文

【摘要】：大学生的心理健康一直是国家和社会共同关注的热点话题,负性情绪会对心理健康造成很大影响,而良好的情绪调节自我效能感可以对负性情绪产生正向影响。抑郁情绪是内、外部世界失衡后个体陷入的一种消极情绪状态,也是大学生群体的负性情绪中最为常见的一种,如果个体的情绪调节自我效能感不佳,将会增加抑郁情绪产生的几率以及抑郁后恢复困难的风险。本研究通过探讨成人依恋、情绪自我效能感与抑郁的关系,以了解大学生成人依恋、情绪自我效能感与抑郁的现状及特点,并以理论角度出发提供实践支持,改善大学生的抑郁现状。本研究随机对四川师范大学、四川大学、乐山师范大学等高校的434名大学生进行问卷调查,回收数据整理后进行统计分析。具体结果如下:1.不同性别大学生在依恋焦虑、情绪调节自我效能感的三个维度均存在显著差异,在依恋回避、抑郁上不存在显著差异。2.不同年级学生在依恋回避、表达积极情绪效能感、抑郁上存在显著差异,在依恋焦虑、管理沮丧/痛苦情绪效能感和管理生气/愤怒情绪效能感上不存在显著差异。3.不同专业学生在成人依恋两维度、管理沮丧/痛苦情绪效能感、管理生气/愤怒情绪效能感、抑郁上均存在显著差异,在表达积极情绪效能感上不存在显著差异4.是否独生子女学生在成人依恋两维度、情绪调节自我效能感三个维度、抑郁上均不存在显著差异。5.不同依恋类型学生在情绪调节自我效能感三个维度、抑郁上存在显著差异。6.成人依恋两维度与抑郁均存在显著正相关,情绪调节自我效能感三个维度均与抑郁显著负相关,依恋回避与情绪调节自我效能感各维度均存在显著负相关,依恋焦虑与管理沮丧/痛苦情绪效能感、管理生气/愤怒情绪效能感存在显著负相关。7.在大学生整体和女生群体中,依恋回避对抑郁的影响部分经由表达积极情绪效能感起作用,依恋焦虑对抑郁的影响部分经由管理沮丧/痛苦情绪效能感在起作用,而情绪调节自我效能感在男生群体中不起中介作用。
[Abstract]:The mental health of college students has always been a hot topic concerned by the country and society. Negative emotion can have a great impact on mental health, while good emotional regulation self-efficacy can have a positive effect on negative emotion. One of the most common negative emotions among college students is the negative emotional state that the individual falls into after the external world is out of balance. If the individual's emotional regulation self-efficacy is not good, This study was designed to explore the relationship between adult attachment, emotional self-efficacy and depression. The present situation and characteristics of emotional self-efficacy and depression, and to provide practical support from a theoretical point of view, to improve the depression status of college students. This study randomly studied Sichuan normal University, Sichuan University, Sichuan University, Sichuan University, Sichuan University, Sichuan University, Sichuan University, Sichuan University, Sichuan University. 434 college students from Leshan normal University and other universities conducted a questionnaire survey, and collected the data for statistical analysis. The results are as follows: 1.The attachment anxiety of students of different genders. There were significant differences in the three dimensions of emotion regulation self-efficacy. There was no significant difference in attachment avoidance and depression. 2. There were significant differences in attachment avoidance, positive emotional efficacy, depression and attachment anxiety among students of different grades. There was no significant difference in managing depression / pain emotion efficacy and anger / anger emotion efficacy. 3. Different majors had two dimensions of adult attachment, managing depression / pain emotional efficacy, managing anger / anger emotional efficacy. There were significant differences in depression, but there was no significant difference in expressing positive emotional efficacy. 4. Whether the only child students had two dimensions of adult attachment and three dimensions of emotional regulation self-efficacy; There was no significant difference in depression. 5. There were significant differences in three dimensions of emotion regulation self-efficacy between students with different attachment types, and significant differences in depression. 6. There was a significant positive correlation between adult attachment and depression. The three dimensions of emotion regulation self-efficacy were significantly negatively correlated with depression, attachment avoidance and emotion regulation self-efficacy were significantly negative correlation, attachment anxiety and management depression / pain emotional efficacy. There was a significant negative correlation between emotional efficacy of anger and anger management. 7. In college students and female students, the effect of attachment avoidance on depression was partly affected by the expression of positive emotional efficacy. The effect of attachment anxiety on depression is partly through the management of depression / pain emotional efficacy, but emotional regulation self-efficacy does not play an intermediary role in male groups.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.6

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