有自杀意念大学生自杀态度的自我调节研究

发布时间：2018-06-05 17:38

本文选题：内隐自杀态度 + 外显自杀态度　；参考：《华中师范大学》2015年博士论文

【摘要】：大学生作为一个特殊的群体,他们普遍接受过良好的教育,是国家和民族的希望,大学生自杀不仅给大学生个人、家庭及学校带来重大损失,对其他大学生也造成了极大的消极影响,造成了严重的社会影响。如何有效地预防和减少大学生自杀,已成为摆在政府、社会和高校面前的一个需要迫切解决的社会问题。本研究试图通过探讨大学生自杀态度、控制自杀态度动机及自杀意念三者之间的关系,了解有自杀意念大学生自杀态度自我调节的特点和规律,为心理健康教育人员提供预防和干预自杀的相关理论依据,这对于降低大学生自杀率具有十分重要的理论意义和实践意义。本研究共分为五个部分。研究一通过运用扎根理论方法对11名有自杀意念大学生的访谈资料进行三级编码,并依据访谈资料和三级编码结果对大学生改变自杀态度的心理过程及改变自杀态度的原因进行分析,验证了有自杀意念大学生存在着自杀态度自我调节的心理现象以及不同类型的控制自杀态度动机,并且控制自杀态度动机可分为内部调节、整合调节、认同调节、内射调节和外部调节五种类型。研究二通过运用问卷法编制大学生控制自杀态度动机问卷,并验证了控制自杀态度动机的五维度模型。研究三通过运用双因素被试间实验设计的方法对认知冲突、控制自杀态度动机对消极情绪及外显自杀态度的影响进行研究,验证了控制自杀态度动机高自我决定被试在经历到态度反应与行为目标不一致时体验到较强的指向自我的消极情绪,其对自杀行为的赞同程度显著降低,而低自我决定被试在经历到态度反应与行为目标不一致时体验到较弱的指向自我的消极情绪,其对自杀行为的赞同程度没有显著降低。研究四通过运用双因素被试问实验设计的方法对认知资源、控制自杀态度动机对内隐自杀态度的影响进行研究,验证了控制自杀态度动机高自我决定被试的内隐自杀态度在有认知资源和无认知资源两种实验条件下没有显著差异,而低自我决定被试在有认知资源实验条件下的内隐自杀态度要显著低于无认知资源实验条件下的内隐自杀态度。研究五构建了控制自杀态度动机、内隐自杀态度、外显自杀态度与自杀意念的关系模型,验证了外显自杀态度在内隐自杀态度和自杀意念之间发挥着显著的中介效应,控制自杀态度动机在外显自杀态度和自杀意念之间发挥着显著的调节效应。本论文借鉴偏见自我调节的相关理论及实证研究结果对有自杀意念大学生自杀态度自我调节的心理现象及测量工具进行了探索性的研究,试图为通过培养和调动有自杀意念大学生的积极认知资源以更有效开展自杀预防和干预工作提供理论依据和科学的测量工具。
[Abstract]:College students as a special group, they have generally received good education, is the hope of the country and the nation, college students suicide not only to college students, families and schools to bring great losses. To other university students also caused the enormous negative influence, caused the serious social impact. How to effectively prevent and reduce the suicide of college students has become a social problem that needs to be solved urgently in front of the government, society and universities. This study attempts to explore the relationship among suicide attitude, suicidal attitude motivation and suicidal ideation of college students, and to understand the characteristics and rules of suicide attitude self-regulation in college students with suicidal ideation. It is of great theoretical and practical significance to provide theoretical basis for the prevention and intervention of suicide for mental health educators, which is of great theoretical and practical significance in reducing the suicide rate of college students. This study is divided into five parts. In the first study, the interview data of 11 college students with suicidal ideation were coded at the third level by using the method of rooted theory. According to the data of interview and the result of three-level coding, the psychological process of college students changing their attitude to suicide and the reasons for changing their attitude towards suicide were analyzed. It is verified that college students with suicidal ideation have the psychological phenomenon of suicide attitude self-regulation and different types of suicidal attitude control motivation, and control suicide attitude motivation can be divided into internal regulation, integration regulation, identity regulation. There are five types of injective regulation and external regulation. In the second study, the questionnaire was used to compile the questionnaire of college students' suicidal attitude motivation, and the five dimensional model of controlling suicide attitude motivation was verified. In the third study, the effects of cognitive conflict and suicide attitude motivation on negative emotion and explicit suicide attitude were studied by using the method of double-factor experimental design. It was verified that the subjects with high self-determination in controlling suicidal attitude motivation experienced a strong self-directed negative emotion when they experienced the inconsistency between attitude reaction and behavioral goal, and their approval of suicide behavior decreased significantly. However, the low self-decision subjects experienced a weak self-directed negative emotion when they experienced the inconsistency between the attitude response and the behavioral goal, but their approval of suicide behavior did not decrease significantly. In study 4, the effects of cognitive resources and controlling suicide attitude motivation on implicit suicide attitude were studied by using the method of two-factor experimental design. The results showed that there was no significant difference in implicit suicide attitude between those with cognitive resources and those without cognitive resources. However, the implicit suicide attitude of the subjects with low self-decision was significantly lower than that of the subjects without cognitive resources. The relationship between explicit suicide attitude and suicide ideation was verified by constructing a model of controlling suicide attitude motivation, implicit suicide attitude, explicit suicide attitude and suicidal ideation, which proved that explicit suicide attitude and suicide ideation play a significant role in mediating the relationship between implicit suicide attitude and suicidal ideation. There is a significant regulatory effect between suicidal attitude and suicidal ideation. In this paper, the psychological phenomena and measurement tools of suicide attitude self-regulation of college students with suicidal ideation are studied by using the theory of bias self-regulation and empirical research results. This paper attempts to provide theoretical basis and scientific measurement tools for the development of suicide prevention and intervention by cultivating and mobilizing the positive cognitive resources of college students with suicidal ideation.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：B846

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