不同自我同情水平大学生的注意特征研究

发布时间：2018-05-07 10:28

本文选题：大学生 + 自我同情　；参考：《河南大学》2014年硕士论文

【摘要】：自我同情是指个体以开放、宽容的态度理解和接纳自己，不回避自己所遭受的失败与痛苦，把自己的遭遇与负面的情绪看作是全人类共有的体验，把失败、缺陷普遍化、合理化，并能够意识到每个经历这种境遇和情绪的人都是值得同情的。已有研究发现，人们的自我同情水平与心理健康状况之间密切相关。注意是指个体心理活动或意识的指向与集中。作为认知加工的第一步，注意同样对个体心理健康有着重要的影响。有研究指出，负性注意偏向是抑郁症产生、发展和持续的重要原因。人们的注意偏向会受到内外部因素的影响，而人格因素往往调节人们在不同情境下的注意特征。基于此，本研究通过设计情绪启动和成败反馈两类情境，结合注意偏向研究范式，探讨自我同情对大学生在不同情境下注意特征的调节作用。本研究采用自我同情量表，筛选出227名符合要求的被试，其中高自我同情组113名，低自我同情组114名。研究包括两个实验。实验一采用2（自我同情高、低分组）×3（正性情绪启动、负性情绪启动、控制组）×2（积极词、消极词）三因素混合设计，考察情绪启动下自我同情大学生的注意偏向特点。实验二同样采用2（自我同情高、低分组）×3（成功反馈、失败反馈、无反馈）×2（积极词、消极词）三因素混合设计，考察成败反馈下自我同情大学生的注意偏向特点。研究主要得出以下结果：（1）自我同情高分组被试对探测刺激出现在积极词位置上的反应时显著短于出现在消极词位置的反应时；自我同情低分组被试对探测刺激出现在消极词位置上的反应时显著短于出现在积极词位置的反应时。（2）在正性情绪启动下，自我同情高分组表现出对积极词汇的注意偏向，自我同情低分组注意方向发生变化，表现为对负性刺激的回避。在负性情绪启动下，高低自我同情组注意偏向差异显著，低自我同情组表现出明显的对负性刺激的注意偏向。（3）成功反馈使自我同情低分组注意方向发生变化，低分组被试表现出对负性刺激的回避。在失败反馈条件下，高低自我同情组注意偏向差异显著，高自我同情组对出现在积极词与消极词位置的探测刺激差异不显著，低自我同情组表现出明显的对负性刺激的注意偏向。结论：高自我同情个体对积极信息存在注意偏向，低自我同情个体对消极信息存在注意偏向；自我同情能够有效调节不同情境下个体的注意偏向。
[Abstract]:Self-pity means that individuals understand and accept themselves with an open and tolerant attitude, do not shy away from their failures and sufferings, regard their own experiences and negative emotions as experiences shared by all mankind, and generalize their failures and defects. Rationalise and realize that everyone who experiences such circumstances and emotions deserves sympathy. Studies have found that people's level of self-compassion and mental health are closely related. Attention refers to the direction and concentration of individual psychological activities or consciousness. As the first step of cognitive processing, attention also plays an important role in individual mental health. Studies have shown that negative attention bias is an important cause of depression, development and persistence. Attention bias is influenced by internal and external factors, while personality factors often regulate attention characteristics in different situations. Based on this, this study, by designing two kinds of situations, emotional priming and success or failure feedback, and combining the paradigm of attention bias, explores the regulating effect of self-pity on the attention characteristics of college students in different situations. In this study, 227 subjects were selected by self sympathy scale, 113 in high self pity group and 114 in low self sympathy group. The study consists of two experiments. In experiment 1, three factors (positive emotion priming, negative emotion priming, control group) 脳 2 (positive words, negative words) were used to study the characteristics of attention bias of college students with self-pity under emotional priming, using a mixture of two (self-pity high and low groups) 脳 3 (positive emotional priming, negative emotional priming, control group) 脳 2 (positive words, negative words). Experiment 2 also adopted the "2 (high, low group)" 脳 3 (success feedback, failure feedback, no feedback) 脳 2 (positive words, negative words) three factors mixed design, to investigate the success or failure feedback of self-pity college students' attention bias characteristics. The main results of the study are as follows: 1) the response time of the subjects in the high self-pity group to the positive word position of the probe stimulus was significantly shorter than that of the negative word position; The response time of self-pity low group to detecting stimuli in negative word position was significantly shorter than that in positive word position. 2) under the positive emotion, the high score group of self-sympathy showed the attention bias to the positive vocabulary, and the direction of attention to the low group of self-sympathy changed, which showed the avoidance of negative stimulation. Under the condition of negative emotion, there were significant differences in attention bias between high and low self-pity groups, while the low self-sympathy group showed obvious attention bias towards negative stimulation. 3) successful feedback changed the attention direction of self-sympathetic low-group, and the low-group subjects showed avoidance of negative stimulation. Under the condition of failure feedback, there were significant differences in attention bias between high and low self-pity groups, but there was no significant difference in detecting stimuli in positive words and negative word positions in high self-pity group. The low self-sympathy group showed obvious attention bias to negative stimulation. Conclusion: the individuals with high self-compassion have attention bias to positive information, while individuals with low self-compassion have attention bias to negative information, and self-compassion can effectively regulate the attention bias of individuals in different situations.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844

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