绘画测验用于评估听障初中生愤怒情绪的研究

发布时间：2018-06-05 06:37

本文选题：绘画测验 + 听力障碍　；参考：《云南师范大学》2017年硕士论文

【摘要】：愤怒情绪是日常生活中重要的情绪之一,指当我们的期望不能实现或为达到目的的行动遭到挫折时引发的一种紧张而不愉快的情绪,感受到这种情绪时个体通常会出现攻击行为、不可控制的冲动和相应的生理唤醒。国内外的相关研究已经论证了,听力障碍学生作为一个特殊群体,由于存在听觉和言语表达障碍,往往无法将自己的需求信息及时传递给对方,也难以接收到对方的需求信息。因此,听障学生容易陷入情绪困扰,更易冲动、愤怒,产生攻击性行为等。目前对听障学生的愤怒情绪的研究大多采用自陈量表进行测量,但由于听障学生的听觉通道受损,他们获取信息和知识的主要渠道是视觉通道,对于图像的理解能力要显著高于语词理解,因此需要采用绘画测验这类投射测验来丰富测量听障学生愤怒情绪的方法。但是绘画测验结果的评估容易受到评分者的经验影响,主观性较大,使得绘画测验在日后的推广运用中存在一定的难度。针对现有研究存在的不足,本研究通过对听障初中生进行问卷调查和绘画测验的应用,运用统计学方法探索绘画测验用于评估听障初中生愤怒情绪特征的科学性。本研究选取湖南省郴州市三所特殊学校共195名听障初中生作为研究对象,对这195名学生进行儿童青少年特质一状态愤怒问卷和绘画测验的施测。依据相关文献和专家意见选取了104个相关绘画特征进行编码和操作定义。按照问卷各维度总分的高低分别排序,取总分排位最高的27%被试为高分组,取总分排位最低的27%被试为低分组,并对两组绘画特征进行卡方独立性检验及建立Logistic回归方程。结论表明:(1)听障男初中生在躯体言语愤怒、愤怒反应、愤怒表达(外)三个维度上的得分显著高于女生;先天性耳聋的学生在躯体言语愤怒、愤怒感觉、易怒气质、愤怒反应、愤怒表达(外)五个维度上的得分显著高于后天性耳聋的学生;全聋的学生的得分在躯体言语愤怒、愤怒感觉、易怒气质、愤怒反应、愤怒表达(外)五个维度上的得分显著高于残余听力的学生。(2)在躯体言语愤怒维度上,高分组与低分组有22项绘画特征的出现频率存在显著性差异;在愤怒感觉维度上,高分组与低分组有20项绘画特征的出现频率存在显著性差异;在易怒气质维度上,高分组与低分组有21项绘画特征的出现频率存在显著性差异;在愤怒反应维度上,高分组与低分组有23项绘画特征的出现频率存在显著性差异;在愤怒控制(内)维度上,高分组与低分组有8项绘画特征的出现频率存在显著性差异;在愤怒控制(外)维度上,高分组与低分组有14项绘画特征的出现频率存在显著性差异;在愤怒表达(内)维度上,高分组与低分组有12项绘画特征的出现频率存在显著性差异;在愤怒表达(外)维度上,高分组与低分组有22项绘画特征的出现频率存在显著性差异。(3)通过标准化处理,建立了绘画特征在愤怒情绪问卷各维度高低分组上的Logistic回归方程且该回归方程拟合度较好。其中,8种绘画特征可以有效预测躯体言语愤怒高低分组;4种绘画特征可以有效预测愤怒感觉高低分组;6种绘画特征可以有效预测易怒气质高低分组;4种绘画特征可以有效预测愤怒反应高低分组;4种绘画特征可以有效预测愤怒控制(内)高低分组;3种绘画特征可以有效预测愤怒控制(外)高低分组;4种绘画特征可以有效预测愤怒表达(内)高低分组;4种绘画特征可以有效预测愤怒表达(外)高低分组,因此,绘画测验中的绘画特征能有效地预测听障初中生的愤怒情绪特征,成为问卷测量的有效补充。
[Abstract]:Anger is one of the most important emotions in everyday life, a stressful and unpleasant mood when our expectations can't be realized or the action of reaching a goal is frustrated. When it comes to feeling this emotion, individuals usually have aggressive behavior, uncontrollable impulses and corresponding physiological arousal. Related research at home and abroad. It has been demonstrated that hearing impaired students, as a special group, are often unable to transmit their needs information to each other in time because of the hearing and speech expression barriers. Therefore, the deaf students are prone to be trapped in emotional distress, more impulsive, angry, and aggressive behavior. Most of the research on the anger of the disabled students is measured by the scale, but because the hearing impairment of the deaf students, the main channel for their acquisition of information and knowledge is the visual channel, and the ability to understand the image is significantly higher than that of the word comprehension. So it is necessary to use the drawing test to enrich the measurement of the hearing impairment. However, the evaluation of the results of the painting test is easily influenced by the experience of the raters and the subjectivity is larger, which makes it difficult for the painting test to be applied in the future. This study selected 195 hearing impaired junior middle school students in three special schools in Chenzhou of Hunan Province as the research object, and carried out the test of the trait one state anger questionnaire and the painting test for the 195 students. The family opinion selects 104 related painting features to carry on the coding and operation definition. According to the total score of each dimension of the questionnaire, the 27% subjects with the highest total score are the high groups, and the 27% subjects with the lowest total score are the low groups, and the chi square test and the Logistic regression equation are established for the two groups of painting features. The results were as follows: (1) the scores of male junior middle school students in the three dimensions of body speech anger, anger reaction, anger expression (outside) were significantly higher than those of girls; the students with congenital deafness were significantly higher than those of the acquired deafness in five dimensions of body speech anger, anger feeling, irritability, anger reaction, anger expression (outside); The scores in the five dimensions of physical speech anger, anger, irritability, anger reaction, anger expression (outside) were significantly higher than those of the remaining hearing students. (2) there were significant differences in the frequency of 22 painting features between the high and low groups in the body speech anger dimension, and in the dimension of anger sensation, the high grouping and the high score of the anger feeling dimension were significantly different. There are significant differences in the frequency of 20 painting features in the low group. In the dimension of irritability, there are significant differences in the frequency of 21 painting features between high and low groups. In the dimension of anger reaction, there are significant differences in the frequency of 23 painting characteristics between high and low groups; in the anger control (internal) dimension, there is a significant difference in the frequency of the anger response dimension. There are significant differences in the frequency of 8 painting features between high and low groups. In the anger control (outside) dimension, there are significant differences in the frequency of 14 painting features between high and low groups. In the dimension of anger expression, there are significant differences in the frequency of 12 painting features between the high and the lower groups. In the anger expression (outside) dimension, there are significant differences in the frequency of 22 painting features of the high and low groups. (3) through standardized treatment, the Logistic regression equation of the painting features on the dimensions of each dimension of anger questionnaire is established and the fitting degree of the regression equation is better. Among them, 8 kinds of painting features can be effectively predicted. 4 kinds of painting features can effectively predict the level of anger and high and low; the 6 painting features can effectively predict the group of irritability and high and low; the 4 painting features can effectively predict the group of anger response, and the 4 features of painting can effectively predict the anger and anger control (internal) high and low groups; the 3 kinds of painting features can have Effective prediction of anger control (outside) high and low groups; 4 kinds of painting features can effectively predict anger expression (internal) high and low groups; 4 kinds of painting features can effectively predict anger expression (outside) high and low groups, therefore, painting characteristics can effectively predict the anger emotional characteristics of the deaf junior middle school students, and become an effective supplement to the questionnaire survey.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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