在压力条件下特质情绪智力对记忆偏向和注意偏向的影响

发布时间：2018-06-17 11:54

本文选题：特质情绪智力 + 记忆偏向　；参考：《济南大学》2014年硕士论文

【摘要】：随着特质情绪智力的引入，特质情绪智力的缓冲效应和保护效应不断被研究者所重视。特质情绪智力作为一种低层次的人格特质时刻影响着个体的信息加工能力，这一观点被大多数研究者所接受。然而，在压力条件下，个体的信息加工能力会受到压力的影响，产生不同的加工深度，具有压力应对能力的个体存在更深层次的信息处理，能取得更好的绩效，而不具有压力应对能力的个体存在浅层次的信息处理，从而导致工作绩效降低、职业倦怠等。随着研究的深入，研究者逐渐开始关注在压力条件下特质情绪智力对个体信息加工过程的影响，并且发现特质情绪智力能够调节个体的信息加工能力。本研究尝试通过两个行为实验来考察在压力条件下特质情绪智力对记忆偏向和注意偏向的影响。实验一采用2（组别：压力组、控制组）×2（特质情绪智力：高、低）×3（记忆偏向：积极、中性、负性）的混合情景实验法，来探究在压力条件下特质情绪智力对记忆偏向的影响。随机分配济南某高校的60名大学生到压力组和控制组，压力组通过实验材料（公务员试题）诱发压力情景，控制组通过一般实验材料进行对照，然后2组被试执行自传体回忆任务（包含回忆的内容、效价以及效价强度评估）。结果表明，压力，特质情绪智力和记忆偏向的交互作用显著，并且对于压力情景下，高特质情绪智力存在更多的积极记忆偏向，低特质情绪智力存在更多的消极记忆偏向，而对于控制组而言，不存在显著差异。实验一说明，特质情绪智力在压力影响记忆偏向中具有调节效应。为了进一步考察特质情绪智力在压力条件下对信息加工的影响作用，实验二采用注意偏向的点探测范式进行实验。实验二采用2（组别：压力组、控制组）×2（特质情绪智力：高、低）×3（注意偏向：正性、中性、负性）的混合情景实验法，来考察在压力条件下特质情绪智力对注意偏向的影响。随机分配另外60名大学生到实验组和控制组，实验组和控制组条件与实验一相同，然后让两组被试执行点探测任务（包含正性、中性和负性词汇的反应时）。实验二结果表明，注意偏向，组别和特质情绪智力的交互作用显著，进一步进行简单效应检验发现，对于压力组而言，高特质情绪智力个体对积极情绪词汇反应要快于中性词汇和消极词汇，低特质情绪智力的个体对于消极词汇的反应要快于中性词汇和积极词汇。然而对于控制组而言，没有出现这种结果。实验二说明，特质情绪智力在压力影响注意偏向中也具有调节效应。本研究通过两个情景实验发现，特质情绪智力具有调节效应，能够缓冲压力对信息加工的影响（记忆偏向和注意偏向）。压力情景下，高特质情绪智力个体偏向于对积极信息的加工，，低特质情绪智力个体偏向于对消极信息的加工，这一结果反映了特质情绪智力是如何调节压力对信息加工能力的影响。本文还从被试选择、研究方法、范式等方面指出了本研究的局限，以及未来研究值得注意的地方，并对相关理论进行了讨论。
[Abstract]:With the introduction of idiosyncratic emotional intelligence, the buffering effect and protective effect of idiosyncratic emotional intelligence are constantly being paid attention to by the researchers. Idiosyncratic emotional intelligence, as a low level personality trait, affects individual information processing ability. This view is accepted by most researchers. However, under pressure, individual information processing is made. Ability will be affected by pressure, produce different processing depth, and individuals with pressure coping ability have deeper information processing, and can achieve better performance, while individuals who do not have the ability to cope with stress have shallow information processing, resulting in lower job performance and job burnout. Gradually began to focus on the impact of idiosyncratic emotional intelligence on individual information processing under stress conditions, and found that idiosyncratic emotional intelligence can regulate individual information processing ability. This study tried to examine the effect of idiosyncratic emotional intelligence on memory bias and attention bias under stress conditions by two behavioral experiments.
In Experiment 1, a mixed scenario method of 2 (Group: stress group, control group) * 2 (trait emotional intelligence: high, low) x 3 (memory bias: positive, neutral, negative) was used to explore the effect of idiosyncratic emotional intelligence on memory bias under pressure. 60 college students in a university in Ji'nan were randomly assigned to the stress group and control group, and the pressure group passed through The experimental material (civil service test) induced stress situation, the control group was compared with the general experimental material, and then 2 groups of subjects performed autobiographical memory tasks (including the content of recollection, titer and titer intensity assessment). The results showed that the interaction of stress, trait emotional intelligence and memory bias was significant and high under stress situations. The trait emotional intelligence has more positive memory bias, and the low trait emotional intelligence has more negative memory bias, but there is no significant difference between the control group and the control group. The experiment one shows that the trait emotional intelligence has a regulating effect on the stress influence memory bias.
In order to further investigate the influence of idiosyncratic emotional intelligence on information processing under pressure conditions, experiment two used the point detection paradigm of attention bias. Experiment two used a mixed scenario method of 2 (Group: pressure group, control group) * 2 (trait emotional intelligence: high, low) x 3 (attention bias: positive, neutral, negative). The effect of idiosyncratic emotional intelligence on attention bias under stressful conditions. 60 other students were randomly assigned to the experiment group and the control group. The experiment group and the control group were the same as the experiment one, and then the two groups of subjects were carried out the detection tasks (including positive, neutral and negative words). Experiment two showed that attention bias, group and The interaction of idiosyncratic emotional intelligence is significant. Further simple effect tests show that for stress groups, the response of high trait emotional intelligence to positive emotion vocabulary is faster than neutral vocabulary and negative vocabulary, and the negative words of low idiosyncratic emotional intelligence should be faster than neutral vocabulary and positive vocabulary. In the control group, there was no such result. Experiment two showed that trait emotional intelligence also had a moderating effect on stress bias.
In this study, two situational experiments have been found that idiosyncratic emotional intelligence has a regulatory effect, which can buffer the impact of stress on information processing (memory bias and attention bias). Under stress situations, individuals with high trait emotional intelligence are biased towards the processing of positive information, and the results of low trait emotional intelligence are biased towards the processing of negative information. It reflects how idiosyncratic emotional intelligence regulates the influence of stress on the ability of information processing. This paper also points out the limitations of this study from the selection of the subjects, research methods and paradigms, as well as the places to pay attention to in the future, and discusses the related theories.
【学位授予单位】：济南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

【参考文献】